Scaffolding work-integrated learning excursions: Enhancing intercultural competence, equity and inclusion

Volume editor

Adri du Toit

Volume editor

Neal Petersen

Volume editor

Iman C Chahine

Synopsis

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.

Chapters

Foreword

Josef de Beer
Introduction

Adri du Toit
Chapter 1
Cultural agility: Equipping higher education institution students for diversity and inclusion through work-integrated learning excursions

Corlia Twine, Johan Botha
Chapter 2
Variations in intercultural sensitivity of pre-service teachers after immersion in a work-integrated excursion

Iman C Chahine
Chapter 3
Breaking barriers: Educational excursions fostering first-year student teachers’ sense of belonging

Neal Petersen
Chapter 4
Determining challenges pre-service teachers face per their reflective thinking after a face-to-face excursion

Ann Haley MacKenzie
Chapter 5
Students’ confidence in using intercultural communication in work-integrated learning excursions

Gordon Keabetswe Sekano, Mmankoko Ziphorah Ramorola
Chapter 6
Work-integrated learning excursions equipping Foundation Phase student teachers to value and accommodate diversity

Pateka Pamella Jama, Rachel Rirhandzu Mayimele
Chapter 7
First-year student teachers’ perceptions of diversity and inclusivity in entrepreneurial learning

Adri du Toit, Hendrik du Plessis
Chapter 8
Facilitators as co-creators of equity and inclusivity in online work-integrated learning excursions

Adri du Toit, Annerie Kruger
Chapter 9
Using virtual excursions to foster intercultural competence of undergraduate health care students

Jessica Pool, Yolande Heymans, Rhea Koch, Gontse G Mokwatsi
Chapter 10
Promoting inclusive classroom practices: A teacher educator’s experience

Annah Ndlovu Nkomo