Work Integrated Learning for Agriculture Workforce

Agricultural employers need workers who bring technical knowledge plus communication, problem-solving, teamwork, and the ability to apply learning in real workplace situations. Research shows that employers value graduates with structured, hands-on experience before entering the workforce (Atkinson et al., 2015; Baird & Parayitam, 2019; McRae & Johnston, 2016; Silva et al., 2016). This is especially important in agriculture, where labor and skills shortages make it difficult to find workers with the right combination of technical and workplace skills (Bazargani & Deemyad, 2024; Cosby et al., 2024; Ryan, 2023). Work-Integrated Learning (WIL) strengthens the connection between education and workforce preparation.

What Is Work-Integrated Learning?

WIL connects education with structured, real-world experience. Participants apply knowledge in workplace, industry, or community settings rather than learning only in a classroom (Barraclough & Pit, 2022; Jewpanya et al., 2023). It can include internships, apprenticeships, cooperative education, supervised agricultural and field experiences, applied projects, research and Extension projects, entrepreneurship, innovation projects, and employer-based training. The central idea is intentionally connecting learning to practice.

Building Skills and Exploring Careers

Hands-on experience helps learners understand both what to do and how to function effectively at work. WIL strengthens communication, teamwork, problem-solving, technical skills, and professional confidence while allowing participants to apply classroom knowledge in real situations (Khuadthong et al., 2025).

It also helps participants explore careers. Employers value internships and industry experience when evaluating graduates (Berrett, 2012; Gray, 2022). WIL introduces potential agricultural employees to the work while developing their employment skills.

WIL supports learners at all stages. High school students may pursue supervised agricultural experiences and career exploration; college and graduate students may complete internships, field experiences, research, Extension projects, or industry partnerships; and adult learners, professionals, entrepreneurs, and career changers may develop skills and explore opportunities through workplace learning.

WIL may support academic credit or certification, but it can also occur through non-formal programs and informal workplace learning. It includes cooperative education, apprenticeships, field-based learning, community and Extension experiences, supervised agricultural experiences, and other pathways (McCurdy & Barwood, 2011). Practitioners can adapt these approaches to local needs while keeping learning goals, mentoring, and reflection central. Virtual and hybrid experiences can expand access when traditional placements are difficult, provided they include clear expectations, regular communication, and effective supervisor mentoring (Barraclough & Pit, 2022; Brown & McKechnie, 2024).

Supporting Innovation and Entrepreneurship

WIL offers benefits beyond workforce preparation. It gives participants opportunities to take responsibility for their learning and address real problems whose solutions may not be known. Entrepreneurship is one example: developing a venture or advancing an innovative idea requires communication, critical thinking, problem-solving, teamwork, adaptability, budget management, and customer engagement.

As agriculture becomes more knowledge-intensive and technology-driven, participants may work with producers, entrepreneurs, researchers, Extension professionals, community organizations, or industry partners to investigate problems, develop ideas, gather feedback, and refine solutions. They build skills while discovering careers across the food and agricultural system.

Good WIL Requires Planning 

Simply placing someone in a workplace does not create meaningful learning. Effective WIL requires planning by educators, employers, supervisors, mentors, and participants. A strong experience includes clear learning goals, orientation about responsibilities and the workplace, meaningful responsibilities, supervision and mentoring, attention to safety, regular communication and feedback, and reflection connecting workplace experiences with learning and career goals. These elements turn participation into intentional learning (Jewpanya et al., 2023; Green et al., 2026).

Make Reflection Part of the Experience

Structured reflection turns experience into learning for participants, supervisors, and mentors. It need not be complicated; educators and supervisors can include brief reflections in regular check-ins. Participants can ask:

• What did I do?
• What did I learn?
• How will I apply what I learned?

Supervisors and mentors should also consider which assignments and guidance supported learning and what they would change. After a farm task, for example, they might discuss the decisions made, what worked well, and one improvement to try next time.

Putting WIL into Practice

Successful WIL depends on collaboration among learners, educators, workforce development professionals, Extension professionals, and employers. Educators can help participants identify opportunities, connect activities with learning goals, prepare them for workplace expectations, maintain communication, and encourage reflection. Employers can provide meaningful assignments, explain expectations, offer supervision and feedback, and introduce career pathways. Participants can ask questions, take responsibility for learning, connect experiences with their goals, reflect, and build professional relationships.

These partnerships benefit participants and help employers build relationships with future employees.

Conclusion

WIL provides a practical bridge between education and employment. Well-designed experiences help learners apply knowledge, develop workplace skills, explore careers, and build confidence. They support innovation and awareness of opportunities in agriculture and food systems.

For employers, WIL supports workforce preparation and connections with future employees. By connecting learning, practical experience, mentoring, feedback, reflection, educators, Extension and workforce development professionals, and agricultural employers can strengthen the future agricultural workforce.

References

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Baird, A. M., & Parayitam, S. (2019). Employers’ ratings of the importance of skills and competencies college graduates need to get hired: Evidence from the New England region of the USA. Education + Training, 61(5), 622–634.

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Bazargani, K., & Deemyad, T. (2024). Automation’s impact on agriculture: Opportunities, challenges, and economic effects. Robotics, 13(2), Article 33.

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Gray, K. (2022). Internship experience the most influential factor in tough hiring decisions. National Association of Colleges and Employers.

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Jewpanya, P., Nuangpirom, P., Pitjamit, S., Jaichomphu, P., Chaithanul, K., & Sriyab, S. (2023). Transforming industrial engineering education: Introducing the CWILE model for work-integrated learning in the digital age. Journal of Technical Education and Training, 15(4), 143–153.

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McCurdy, S. M., & Barwood, B. (2011). Cooperative and work-integrated education in international agribusiness. In R. K. Coll & K. E. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (2nd ed., pp. 123–131). World Association for Cooperative Education.

McRae, N., & Johnston, N. (2016). The development of a proposed global work-integrated learning framework. Asia-Pacific Journal of Cooperative Education, 17(4), 337–348.

Ryan, M. (2023). Labour and skills shortages in the agro-food sector (OECD Food, Agriculture and Fisheries Papers No. 189). OECD Publishing.

Silva, P., Lopes, B., Costa, M., Seabra, D., Melo, A. I., Brito, E., & Dias, G. P. (2016). Stairway to employment? Internships in higher education. Higher Education, 72(6), 703–721.