How work-integrated learning shapes students’ professional identity

Work-integrated learning (WIL) plays a critical role in fostering students’ professional identity. Although prior research has underscored the significance of WIL in enhancing students’ employability, limited attention has been paid to the specific dimensions of identity that are developed through WIL and the processes by which such development occurs. To address this gap, this study draws on in-depth qualitative interviews with 23 engineering students from Chinese universities. The findings demonstrate that WIL contributes to professional identity development in three key domains: cultivating a pragmatic and collaborative professional mindset, enhancing practical problem-solving and interpersonal competencies, and fostering emotional identification with the values of the profession. Moreover, students’ self-positioning during WIL, such as viewing themselves as proto-professionals rather than mere interns, significantly influences their level of engagement. The interplay between self-observation and social interaction within professional communities further shapes their emerging professional self-concept. Finally, the complex real-world contexts provided by WIL offer rich opportunities for students to engage in authentic project work, thereby facilitating the deep integration of disciplinary knowledge with professional practice. This study contributes to a deeper understanding of both the nature and trajectory of professional identity development within WIL contexts.