Educating for the Asian Century: University work-based learning initiatives for a future-ready workforce

Closes:
Journal
Higher Education, Skills and Work-based Learning
Guest editor(s)
Nghia Tran, Ly Tran, Qi Sun, Hiep-Hung Pham,

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Introduction

​​The rise of the Asian Century (Froese et al., 2022) is transforming higher education and work (Mok et al., 2021; Horta, 2023). Rapid digitalisation, regional integration, and the expansion of multinationals across Asia are reshaping employment patterns and skill demands worldwide (ILO, 2023; OECD, 2024). Universities—both in Asia and beyond—must therefore reimagine how they prepare graduates for careers that transcend borders and cultures, targeting Asian labour markets (Cullen & McCornac, 2023; Aspinall & Crouch, 2023; Sun, 2015). Work-based learning (WBL), including work-integrated learning (WIL, which often examined in relation to higher education teaching and learning activities), has emerged as key strategies for aligning education with evolving labour markets and for developing adaptable, globally minded, future-ready graduates (Tanaka et al., 2018; Dinh et al., 2023). 

This Special Issue investigates how institutions across Asia and other regions are advancing WBL to meet the opportunities and challenges of the Asian Century. Asian universities must cultivate a skilled workforce to sustain rapid economic development, while Western universities must equip students with the intercultural, adaptive, and professional capabilities to engage effectively in Asian contexts. The collection showcases pedagogical innovations, university–industry partnerships, and policy frameworks that integrate academic learning with authentic workplace experiences. By drawing together empirical studies, conceptual analyses, and practice-based insights, it demonstrates how WBL enhances global employability and supports inclusive, sustainable development. 

The Special Issue’s originality lies in its dual focus on Asian-led models and Western adaptations explicitly designed for Asia-engaged learning. Existing scholarship has prioritised Western frameworks, leaving gaps in understanding how Asian universities conceptualise and operationalise WBL within local policy, cultural, and industrial settings. Meanwhile, Western universities are reconfiguring WIL through Asia-focused placements, transnational and branch-campus internships, virtual global WIL with Asian partners, and curricula integrating language, cultural intelligence, and regional market knowledge. Examining how institutions within and outside Asia prepare students to engage meaningfully with Asian industries, workplaces, and communities provides a rare cross-regional lens on WBL. 

By integrating regional and cross-regional perspectives, the Special Issue advances theory and practice on cultivating globally mobile graduates who are digitally agile, interculturally competent, and ready to contribute to diverse, transnational workplaces. It directly responds to initiatives such as ASEAN’s Future Skills Agenda, Australia’s Indo-Pacific engagement strategy, and Asia–Europe university partnerships, underscoring the urgency of educational ecosystems aligned with regional and global workforce needs. 

Beyond academic contribution, the Special Issue addresses the societal challenge of preparing future-ready graduates for a borderless, Asia-driven economy. It highlights inclusive, context-sensitive WBL models that promote employability, innovation, and social mobility, informing leaders and policymakers designing curricula that empower graduates—whether trained in Asia or the West—to contribute productively across Asian and global labour markets. The agenda aligns with SDG 4, SDG 8, SDG 9, and SDG 17, advancing a shared vision for sustainable, interconnected human-capital development.​ 

List of Topic Areas
  1. ​​​National or regional policies supporting university-industry collaboration
  2. Strategic governance and quality assurance of WBL in higher education
  3. Comparison of Asian-led and Western WBL approaches designed for Asia-engaged learning
  4. Locally grounded innovations in work-integrated curricula across Asian HE systems
  5. Collaborative frameworks for future skills development in the Asian Century
  6. Employer engagement and co-design of authentic learning experiences
  7. Pedagogies that enhance global mindset, adaptability, and professional identity
  8. Preparation for transnational and intercultural work environments
  9. Use of digital technologies, simulations, and virtual internships to extend WBL opportunities
  10. WBL practices supporting diverse learners and regional development
  11. Contributions of WBL to sustainable, inclusive, and lifelong learning in Asia
  12. WBL in offshore campuses or dual-degree programs with Asian partners
  13. Challenges and opportunities in managing global placements and supervision
  14. Innovative approaches to assessing authentic learning in the workplace
  15. Reflection and feedback mechanisms for employability skill development ​​ 
Submissions Information

Submissions are made using ScholarOne Manuscripts. Registration and access are available here: https://mc.manuscriptcentral.com/heswbl 
Author guidelines must be strictly followed. Please see here: https://www.emeraldgrouppublishing.com/journal/heswbl 
Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to ““Please select the issue you are submitting to”. 
Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.

Key Deadlines

Submission Open: 1st January 2026
Submission Deadline: 1st July 2026

References
  • Aspinall, E., & Crouch, M. (2023). Australia’s Asia education imperative: Trends in the study of Asia and pathways for the future. Aspinall, Edward and Crouch, Melissa Amy, Australia’s Asia Education Imperative: Trends in the Study of Asia and Pathways for the Future (2022). Asian Studies Association of Australia, Canberra, Australia.
  • Cullen, A., & McCornac, D. (2023). Doing business with Asia: the case for Asian business studies engagement in Australian universities. Journal of Asia Business Studies, 17(2), 424-438.
  • Dinh, N. T., Dinh Hai, L., & Pham, H. H. (2023). A bibliometric review of research on employability: dataset from Scopus between 1972 and 2019. Higher Education, Skills and Work-Based Learning, 13(1), 1-21.
  • Froese, F. J., Malik, A., Kumar, S., & Sahoo, S. (2022). Asian business and management: review and future directions. Asian Business & Management, 21(5), 657.
  • Horta, H. (2023). Emerging and near future challenges of higher education in East Asia. Asian Economic Policy Review, 18(2), 171-191.
  • International Labour Organization. (2023). World Employment and Social Outlook: Trends 2023. Geneva: ILO. Retrieved from https://www.ilo.org/publications/flagship-reports/world-employment-and-… International Labour Organization
  • Mok, K. H., Xiong, W., & Ye, H. (2021). COVID-19 crisis and challenges for graduate employment in Taiwan, Mainland China and East Asia: A critical review of skills preparing students for uncertain futures. Journal of Education and Work, 34(3), 247-261.
  • OECD. (2024). Economic Outlook for Southeast Asia, China and India 2024: Developing Amid Disaster Risks. Paris: OECD Publishing. Retrieved from https://www.oecd.org/content/dam/oecd/en/publications/reports/2024/05/e…
  • Sun, Q., & Kang, H. (2015). Infusing work-based learning with Confucian principles: a comparative perspective. Higher Education, Skills and Work-Based Learning, 5(4), 323-338.
  • Tanaka, Y., & Zegwaard, K. E. (2018). An international comparison of cooperative and work-integrated education in East and South East Asia. In Refereed Proceedings of the 3 rd International Research Symposium on Cooperative and Work-Integrated Education, Stuttgart, Germany (Vol. 7, No. 75,641,577, p. 209).