This study examines the international professional development needs for work-integrated learning (WIL). The survey data shows that the WIL community experienced both positive and negative impacts due to COVID-19.

In this paper, Andrea Prier, Anne-Marie Fannon, Jamieson Cox and Suman Armitage analyze the Waterloo Experience Accelerate (WEA) program. UWaterloo created WEA to respond to co-op student employment challenges amid the pandemic.

Shabnam Ivković and Norah McRae’s paper addresses the need for higher education institutions to adapt a model that grows their contributions in the UN’s Sustainability Development Goals (SDGs). They examine the value of using a low-cost, low-resource conversation-based model.

In this study, David Drewery, Jennifer Woodside and Kristen Eppel examine the use of unsupervised AI-based résumé critique. Considering the growth of co-op, this study aims to find solutions to career services and to see whether AI software is useful.

David Drewery, Judene Pretti and Anne-Marie Fannon’s article analyzes the quality of work-integrated learning (WIL) experiences. WIL stakeholders can benefit from the LIRN model (learning, impact, relevance and networking) to provide excellent work experiences.

In this article, David Drewery and Katie Knapp explore students’ organizational commitment pertaining to workplace friendships. This study found that organizational commitment is greater when work experience quality is greater. Additionally, workplace friendships still developed during remote work-integrated learning.