Scaffolding work-integrated learning excursions
In South Africa, work-integrated learning (WIL) excursions are crucial in preparing university students for the world of work. As higher education institutions (HEIs) evolve to promote equity and inclusivity, these excursions are continuously refined to enhance student learning outcomes. This schola...
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| Formaat: | Online |
| Taal: | Engels |
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2025
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| Online toegang: | ONIX_20250320_9781779953315_8 |
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| _version_ | 1869520234366369792 |
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| author | du Toit, Adri Petersen, Neal Chahine, man C MacKenzie, Ann Haley Nkomo, Annah N. Kruger, Annerie Twine, Corlia Mokwatsi, Gontse G Sekano, Gordon Keabetswe du Plessis, Hendrik Pool, Jessica Ramorola, Mmankoko Ziphorah Jama, Pateka P. Mayimele, Rachel R. Koch, Rhea Heymans, Yolande Botha, Johan |
| author_browse | Botha, Johan Chahine, man C Heymans, Yolande Jama, Pateka P. Koch, Rhea Kruger, Annerie MacKenzie, Ann Haley Mayimele, Rachel R. Mokwatsi, Gontse G Nkomo, Annah N. Petersen, Neal Pool, Jessica Ramorola, Mmankoko Ziphorah Sekano, Gordon Keabetswe Twine, Corlia du Plessis, Hendrik du Toit, Adri |
| author_facet | du Toit, Adri Petersen, Neal Chahine, man C MacKenzie, Ann Haley Nkomo, Annah N. Kruger, Annerie Twine, Corlia Mokwatsi, Gontse G Sekano, Gordon Keabetswe du Plessis, Hendrik Pool, Jessica Ramorola, Mmankoko Ziphorah Jama, Pateka P. Mayimele, Rachel R. Koch, Rhea Heymans, Yolande Botha, Johan |
| author_sort | du Toit, Adri |
| collection | Directory of Open Access Books |
| description | In South Africa, work-integrated learning (WIL) excursions are crucial in preparing university students for the world of work. As higher education institutions (HEIs) evolve to promote equity and inclusivity, these excursions are continuously refined to enhance student learning outcomes. This scholarly book explores how WIL excursions support self-directed learning (SDL) and foster skills essential for the 21st century, such as active learning, intercultural sensitivity, and epistemological access. A key focus is on the 2023 WIL excursions at North-West University (NWU), which align with South Africa’s National Development Plan 2030 and the University Capacity Development Grant’s (UCDG) goal of equipping graduates to address contemporary societal challenges. The book examines first-year excursions across three faculties – Education, Health Sciences, and Law – using both virtual and in-person experiences to develop intercultural citizenship, communication, and a sense of belonging. Through research-based insights, the chapters highlight how these excursions were designed and implemented to help students recognise personal biases, deepen cultural awareness, and take responsibility for their own learning. Additionally, the book underscores how students were encouraged to identify their learning needs and access resources that promote ongoing self-directed growth. By linking WIL to SDL, the book provides novel perspectives on fostering inclusivity and preparing students for their academic journeys, professional careers, and contributions to a more socially just world. |
| format | Online |
| id | doab-20.500.12854ir-157600 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | AOSIS |
| publisherStr | AOSIS |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1576002026-05-19T05:16:34Z Scaffolding work-integrated learning excursions du Toit, Adri Petersen, Neal Chahine, man C MacKenzie, Ann Haley Nkomo, Annah N. Kruger, Annerie Twine, Corlia Mokwatsi, Gontse G Sekano, Gordon Keabetswe du Plessis, Hendrik Pool, Jessica Ramorola, Mmankoko Ziphorah Jama, Pateka P. Mayimele, Rachel R. Koch, Rhea Heymans, Yolande Botha, Johan du Toit, Adri Petersen, Neal Chahine, man C competencies for belonging constructivist learning creating inclusive classrooms cross-cultural competencies cultural agility curriculum innovation Deardorff's model Deardorff's models diversity embracing cultural diversity entrepreneurial learning entrepreneurship education equipping student teachers equity essentiality excursions first-generation students first-year student teachers Foundation Phase foundational knowledge higher education inclusivity innovative curriculum design intercultural communication competence intercultural competence intercultural interactions learning and cultural agility programme lived experience normality and positivity opportunities to belong positivity pre-service teachers programme development reflective thinking self-directed learning sense of belonging social connectedness student teacher training student teachers teacher education teacher preparation trauma-informed teaching virtual excursions work-integrated learning work-integrated learning (WIL) work-integrated learning excursion thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy In South Africa, work-integrated learning (WIL) excursions are crucial in preparing university students for the world of work. As higher education institutions (HEIs) evolve to promote equity and inclusivity, these excursions are continuously refined to enhance student learning outcomes. This scholarly book explores how WIL excursions support self-directed learning (SDL) and foster skills essential for the 21st century, such as active learning, intercultural sensitivity, and epistemological access. A key focus is on the 2023 WIL excursions at North-West University (NWU), which align with South Africa’s National Development Plan 2030 and the University Capacity Development Grant’s (UCDG) goal of equipping graduates to address contemporary societal challenges. The book examines first-year excursions across three faculties – Education, Health Sciences, and Law – using both virtual and in-person experiences to develop intercultural citizenship, communication, and a sense of belonging. Through research-based insights, the chapters highlight how these excursions were designed and implemented to help students recognise personal biases, deepen cultural awareness, and take responsibility for their own learning. Additionally, the book underscores how students were encouraged to identify their learning needs and access resources that promote ongoing self-directed growth. By linking WIL to SDL, the book provides novel perspectives on fostering inclusivity and preparing students for their academic journeys, professional careers, and contributions to a more socially just world. 2025-03-21T05:53:56Z 2025-03-21T05:53:56Z 2025-03-20T09:50:12Z 2024 book ONIX_20250320_9781779953315_8 https://library.oapen.org/handle/20.500.12657/100190 9781779953292 9781779953599 9781779953308 https://directory.doabooks.org/handle/20.500.12854/157600 eng NWU Self-Directed Learning Series open access image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/100190/1/BK486.pdf https://library.oapen.org/bitstream/20.500.12657/100190/1/BK486.pdf AOSIS AOSIS Books 10.4102/aosis.2024.BK486 10.4102/aosis.2024.BK486 c47a1220-d848-4e78-88cd-74f293e3d4f4 9781779953292 9781779953599 9781779953308 AOSIS Books 316 Cape Town open access |
| spellingShingle | competencies for belonging constructivist learning creating inclusive classrooms cross-cultural competencies cultural agility curriculum innovation Deardorff's model Deardorff's models diversity embracing cultural diversity entrepreneurial learning entrepreneurship education equipping student teachers equity essentiality excursions first-generation students first-year student teachers Foundation Phase foundational knowledge higher education inclusivity innovative curriculum design intercultural communication competence intercultural competence intercultural interactions learning and cultural agility programme lived experience normality and positivity opportunities to belong positivity pre-service teachers programme development reflective thinking self-directed learning sense of belonging social connectedness student teacher training student teachers teacher education teacher preparation trauma-informed teaching virtual excursions work-integrated learning work-integrated learning (WIL) work-integrated learning excursion thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy du Toit, Adri Petersen, Neal Chahine, man C MacKenzie, Ann Haley Nkomo, Annah N. Kruger, Annerie Twine, Corlia Mokwatsi, Gontse G Sekano, Gordon Keabetswe du Plessis, Hendrik Pool, Jessica Ramorola, Mmankoko Ziphorah Jama, Pateka P. Mayimele, Rachel R. Koch, Rhea Heymans, Yolande Botha, Johan Scaffolding work-integrated learning excursions |
| title | Scaffolding work-integrated learning excursions |
| title_full | Scaffolding work-integrated learning excursions |
| title_fullStr | Scaffolding work-integrated learning excursions |
| title_full_unstemmed | Scaffolding work-integrated learning excursions |
| title_short | Scaffolding work-integrated learning excursions |
| title_sort | scaffolding work integrated learning excursions |
| topic | competencies for belonging constructivist learning creating inclusive classrooms cross-cultural competencies cultural agility curriculum innovation Deardorff's model Deardorff's models diversity embracing cultural diversity entrepreneurial learning entrepreneurship education equipping student teachers equity essentiality excursions first-generation students first-year student teachers Foundation Phase foundational knowledge higher education inclusivity innovative curriculum design intercultural communication competence intercultural competence intercultural interactions learning and cultural agility programme lived experience normality and positivity opportunities to belong positivity pre-service teachers programme development reflective thinking self-directed learning sense of belonging social connectedness student teacher training student teachers teacher education teacher preparation trauma-informed teaching virtual excursions work-integrated learning work-integrated learning (WIL) work-integrated learning excursion thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy |
| topic_facet | competencies for belonging constructivist learning creating inclusive classrooms cross-cultural competencies cultural agility curriculum innovation Deardorff's model Deardorff's models diversity embracing cultural diversity entrepreneurial learning entrepreneurship education equipping student teachers equity essentiality excursions first-generation students first-year student teachers Foundation Phase foundational knowledge higher education inclusivity innovative curriculum design intercultural communication competence intercultural competence intercultural interactions learning and cultural agility programme lived experience normality and positivity opportunities to belong positivity pre-service teachers programme development reflective thinking self-directed learning sense of belonging social connectedness student teacher training student teachers teacher education teacher preparation trauma-informed teaching virtual excursions work-integrated learning work-integrated learning (WIL) work-integrated learning excursion thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy |
| url | ONIX_20250320_9781779953315_8 |
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