Virtual International Work-integrated Learning as a Pathway to Education for Sustainable Development and Global Citizenship

Craig Cameron; Deanna Grant-Smith; Wayne Read

doi:10.3390/educsci16081241

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Virtual International Work-integrated Learning as a Pathway to Education for Sustainable Development and Global Citizenship

Journal article

Open access

Peer reviewed

Virtual International Work-integrated Learning as a Pathway to Education for Sustainable Development and Global Citizenship

Craig Cameron, Deanna Grant-Smith and Wayne Read

Education Sciences, Vol.16(8), pp.1-18

2026

DOI: https://doi.org/10.3390/educsci16081241

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Abstract

Work integrated learning (incl. internships)

work-integrated learning

WIL

global citizenship

online education

global citizenship competencies

virtual international work-integrated learning

global mobility

education for sustainable development

This article examines virtual international work-integrated learning (VIWIL) through the lens of Education for Sustainable Development (ESD). ESD, as defined by UNESCO, seeks to equip learners with the knowledge, skills and dispositions required to make informed decisions and take responsible actions to contribute to environmentally sustainable, socially just, economically viable, and peaceful futures. Drawing on UNESCO’s four interdependent sustainability dimensions, we highlight its environmental benefits in reducing carbon-intensive travel, its social contribution to broadening equitable access to international learning opportunities, its political role in fostering global citizenship and intercultural competence, and its economic potential in providing a scalable and financially viable model for work-integrated learning. We present a series of ten design principles for enhancing the contribution of VIWIL to ESD outcomes. Through an anonymised case study, we argue that VIWIL has the potential to offer a practical and inclusive mechanism for developing socio-emotional, cognitive and behavioural global citizenship competencies through digitally mediated workplace learning. In doing so, VIWIL is positioned as an important approach for advancing ESD and contributing to the UN Sustainable Development Goals.

Details

Title: Virtual International Work-integrated Learning as a Pathway to Education for Sustainable Development and Global Citizenship
Authors: Craig Cameron (Corresponding Author) - University of the Sunshine Coast
Deanna Grant-Smith (Author) - University of the Sunshine Coast
Wayne Read (Author) - Deakin University
Publication details: Education Sciences, Vol.16(8), pp.1-18
Publisher: MDPI AG
Date published: 2026
DOI: 10.3390/educsci16081241
ISSN: 2227-7102
Copyright note: © 2026 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.
Data Availability: The data are not publicly available because consent was not obtained from participants for the sharing of research data beyond the purposes approved by the Human Research Ethics Committee.
Grants: A best practice framework for virtual international WIL placements, 0980028802, World Association for Cooperative Education (Canada)
Organisation Unit: School of Business and Creative Industries
Language: English
Record Identifier: 991250297602621
Output Type: Journal article

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