A Digital Work-Integrated Learning Model To Encourage A Positive Attitude Toward Professional Learning & Development In Future Lifelong Learning Professionals

Higher Education is internationally encouraging actions and strategies to foster the development of academic knowledge more situated and 'real world' oriented (Winberg, et al., 2011). These strategies can be framed under the umbrella term Work-Integrated Learning, which is often adopted quite broadly with reference to the connection of theory with workplace experiences. It is also used interchangeably with the terms practice-based learning, vocational learning, experiential learning, and co-operative education. WIL refers to curricular, pedagogic and assessment practices, across a range of academic disciplines that integrate formal learning and workplace dimensions. It is instrumental in achieving several educational outcomes, such as the development of employability skills (Jackson, 2015), of professional identity (Bowen 2018; Del Gobbo, Frison, & Pellegrini, 2021), and the facilitation of students’ transition to the workplace (Billett, 2009). The contribution focused on a work-integrated learning experience carried out at the University of Florence with the aim of supporting future lifelong learning professionals in exploring career opportunities, developing a professional identity and a positive attitude toward Professional Learning and Development.