A Systematic Literature Review of School‑Workplace Integration within Vocational Education and Training (VET)
Abstract
Vocational Education and Training (VET) serves as a critical bridge connecting formal educational institutions with industry practice, playing a pivotal role in preparing skilled labour forces and promoting smooth school-to-work transitions. With the deepening of global economic transformation and technological innovation, the integration of school-based learning and workplace practice has become a core focus in VET research and reform. Despite the growing volume of relevant publications, few existing reviews systematically synthesise recent empirical evidence covering overall status, theoretical frameworks and implementation barriers of VET integration, forming a notable research gap. Adopting systematic literature review methods, this study synthesises 46 studies published between 2015 and 2026 to comprehensively analyse the current state, key themes, theoretical frameworks, and implementation strategies of VET integration. The review identifies four core research themes: boundary crossing and boundary objects in VET collaboration, technology-enhanced learning models in vocational training, curriculum and pedagogical design for work-integrated learning, and stakeholder collaboration and professional development. Key findings show that digital technologies and artificial intelligence (AI) applications are increasingly reshaping VET delivery, while boundary crossing theories and hybrid learning configurations provide important theoretical support for integrating school and workplace learning. However, challenges such as the theory-practice gap, inadequate stakeholder collaboration, and uneven technological application persist across different regional and institutional contexts. This review concludes by suggesting future research directions, including the effectiveness of technology-enhanced training, challenges and outcomes of VET integration, and the impact of sustainable development goals on vocational training design.