PRIGEL: a work-integrated learning model for collaborative and professional competence in vocational education

Abstract

This study presents the development of a structured and contextually grounded industry internship model—PRIGEL—designed to align with Indonesia's Merdeka Belajar Kampus Merdeka (MBKM) policy. The PRIGEL model comprises three key stages: pre-internship training, workplace integration with dual supervision, and post-internship evaluation. It supports two academic credit schemes (12 credits for 3 months; 20 credits for 6 months), ensuring compliance with MBKM. The model aimed to support collaborative competence and professional readiness among prospective vocational fashion teachers. Using a research and development (R&D) approach based on the ADDIE model, the study involved 92 student participants and 10 validators, including 5 academic experts and 5 industry practitioners. Data were collected using mixed methods. Quantitative data were analyzed descriptively to examine expert validation and students’ perceptions of practicality and usefulness, while qualitative data from focus group discussions and stakeholder feedback were analyzed thematically through triangulation. The findings indicate that most students perceived the PRIGEL model as beneficial for professional preparation, while expert and industry feedback highlighted its practicality and alignment with industry needs. The study offers a replicable work-integrated learning framework for vocational teacher education.

1 Introduction

The alignment of higher education with labour market demands has emerged as a key issue in vocational education systems worldwide. As technological change and economic restructuring continue to redefine the nature of work, universities are increasingly expected to produce graduates who are not only academically competent but also professionally prepared. This expectation extends beyond technical knowledge, encompassing the cultivation of pre-professional identity defined as students’ ability to envision themselves as future professionals (Tomlinson and Jackson, 2021).

Within this context, Work-Integrated Learning (WIL) has been recognized as a pivotal strategy for bridging the gap between academic instruction and workplace realities. According to Matsoso and Benedict (2020), WIL fosters employability by immersing students in authentic industry environments where they can apply theoretical knowledge, build professional networks, and develop transferable skills such as collaboration, communication, and adaptability. Jackson et al. (2023) emphasize that strong collaboration between universities and industry partners is essential to maximize the effectiveness of internship programs and ensure alignment with workforce expectations.

Work-Integrated Learning (WIL) has emerged as a strategic approach in higher education to bridge the gap between theory and practice. According to Patrick et al. (2009), a structured WIL program should include clearly defined learning objectives, industry supervision, and assessment mechanisms grounded in real work experience. In Indonesia, the implementation of WIL models continues to face challenges, particularly in vocational teacher education, where structured WIL schemes aligned with the needs for collaborative and professional competencies have not been fully developed. Therefore, developing the PRIGEL model is essential to address this contextual gap.

In response to global WIL trends, the Indonesian Ministry of Education launched the Merdeka Belajar Kampus Merdeka (MBKM) policy in 2020 to promote flexible, practice-oriented learning models in higher education. One of its core components is the formal recognition of off-campus learning, including internships, as credit-bearing academic experiences (Kemdikbudristek, 2021). This policy signals a shift from knowledge-based instruction to skill-based, experiential, and outcome-oriented education.

At the university involved in this study, the fashion teacher education program has proactively responded to MBKM by initiating the PRIGEL internship model. PRIGEL is the name of the experiential learning program developed by the university. The term derives from the Javanese word, signifying “skilled” or “competent,” thereby reflecting the program's emphasis on vocational aptitude. In this study, PRIGEL is conceptualized as a structured internship model that integrates preparation, workplace immersion, and evaluation within the MBKM policy context. PRIGEL aims to immerse student teachers in professional environments that develop not only domain-specific competencies in fashion and design but also pedagogical abilities and vocational identity. However, preliminary observations revealed gaps in internship implementation, including a lack of structured guidance, fragmented coordination with industry mentors, and weak feedback mechanisms. These issues reflect broader challenges in vocational pedagogy, where teaching methods must integrate practical relevance with reflective learning processes (Goh and Zukas, 2019).

This study seeks to develop and validate a structured, contextually adaptive internship model that directly addresses gaps in vocational teacher education. Guided by the ADDIE framework, which structured the analysis, design, development, and evaluation stages, and supported by multi-stakeholder input (students, faculty, and industry mentors), the study provides practical guidance for implementing WIL under the MBKM policy.

1.1 Research questions

RQ1: What are the needs and challenges faced in developing an industrial internship model for prospective vocational teachers?

RQ2: How is the PRIGEL industry internship model designed and developed to support collaborative competence and professional readiness in vocational teacher education?

RQ3: How is the PRIGEL model implemented in authentic work-integrated learning contexts within vocational teacher education?

RQ4: How do students and expert stakeholders assess the practicality, usefulness, and relevance of the PRIGEL internship model?

2 Literature review

2.1 Work-integrated learning and experiential education

Work-Integrated Learning (WIL) is a pedagogical approach that integrates theoretical learning with real-world professional experience. In vocational education, where practical application is the primary learning outcome, WIL serves as a bridge between academic knowledge and industry expectations. According to Kolb's (2014) experiential learning theory, practical learning is not linear but cyclical, consisting of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation (Practera, 2023). This cycle allows students to engage deeply with the learning material through action and reflection, transforming experience into understanding. In this study, Work-Integrated Learning (WIL) is defined as a structured work-based learning experience involving industry participation and targeted assessment (Patrick et al., 2009). Billett (2015) emphasizes the importance of student and industry practitioner engagement as an essential part of contextual learning.

In the context of vocational teacher education, WIL supports not only the acquisition of technical skills such as garment construction or digital fashion illustration but also the development of cross-disciplinary soft skills. Bradberry and De Maio (2020) state that internships provide high-impact experiential environments where students can develop adaptability, collaboration, and problem-solving skills, competencies highly valued in the labor market. Furthermore, WIL strengthens self-management, time management, and professional ethics, which are often underemphasized in conventional academic learning.

The PRIGEL model is predicated on experiential learning principles and represents a contextual adaptation of Work-Integrated Learning responsive to the specific characteristics of vocational fashion teacher education. While grounded in the experiential learning cycle, the PRIGEL model translates these principles into a structured internship framework with fashion vocational and pedagogical competencies. In this way, PRIGEL situates experiential learning within a practical, programmatic structure that supports collaborative, professional preparation in vocational education. Therefore, PRIGEL should be understood not as a new theoretical model of WIL, but as an institutional adaptation of established WIL principles contextualized within the MBKM framework for vocational teacher education.

2.2 Internship models in vocational education

Designing a successful internship program requires more than just placing students in industry settings; it needs a structured pedagogical model aligned with student development needs and institutional goals. The Sweitzer and King model describes internship experiences as a series of emotional and psychological phases, anticipation, disillusionment, confrontation, competence, and culmination (Sweitzer and King 2013). These phases highlight the affective journey of interns that educators must understand and support. A well-designed WIL curriculum can significantly enhance graduates’ employability and reflective practice (Rowe and Winchester-Seeto, 2021).

Conversely, the Kiser model emphasizes a more operational, task-oriented perspective consisting of four phases: pre-placement, initiation, implementation, and closure. This model, often used in service-based learning, is also relevant to vocational internships, especially in defining the roles of mentors and student reflection (Kiser, 2014). Meanwhile, Alias et al. (2020) propose a managerial model encompassing program planning, coordination with industry partners, mentoring schemes, and systematic evaluation, all of which are crucial for ensuring quality and accountability in learning.

In Southeast Asia, several vocational education systems have implemented internship frameworks with varying degrees of structure and integration. For instance, Malaysia's polytechnic education system emphasizes industry-based training through coordinated dual-education systems (Goh and Zukas, 2019), while Thailand has adopted school-industry partnerships focusing on workplace immersion (OECD, 2021). However, these models often lack alignment with national credit systems or curricular innovation frameworks.

Unlike general internship models, PRIGEL addresses MBKM-specific integration of curricular and industrial competencies (Arisandi et al., 2022). It ensures credit-bearing recognition of both academic and professional learning outcomes through structured pre-training, dual supervision, and post-evaluation. PRIGEL also adapts the ADDIE design frameworks to meet both institutional and industrial expectations, making it a more contextually responsive model tailored to Indonesia's higher education reforms. The emphasis on pedagogical development for vocational teacher candidates, rather than solely technical immersion, marks a key differentiator from other models in Southeast Asia. This positions PRIGEL not only as a tool for student development but also as a strategic mechanism for advancing educational transformation aligned with the MBKM policy.

2.3 University-industry collaboration

Effective WIL relies heavily on close collaboration between universities and industry. This collaboration must be dynamic, spanning from curriculum design to joint assessment and field supervision. Zegwaard et al. (2023) emphasizes that industry partners are not merely internship hosts, but co-educators directly involved in designing and evaluating competency outcomes.

In the context of the Merdeka Belajar Kampus Merdeka (MBKM) policy, this collaboration is embodied in the triple helix model, a partnership between academia, industry, and government (Etzkowitz and Leydesdorff, 2000). This model ensures strategic alignment between national skills development agendas and institutional learning outcomes. Fleming and Pretti (2019) note that successful WIL programs include shared goals, clear communication protocols, and fair distribution of responsibilities, key elements for sustainable partnerships.

2.4 Professional competence in vocational teacher education

Vocational teacher education requires a dual focus: pedagogical excellence and industry relevance. Graduates are expected not only to master technical content but also to deliver it effectively to diverse learners. According to Grosch (2020), vocational teacher competence includes pedagogical knowledge, vocational expertise, and reflective capacity. These three components form the foundation for designing meaningful instruction that connects industry knowledge with classroom application.

The OECD (2021) highlights that future vocational teachers must master competencies such as collaboration, digital literacy, and adaptability to lead educational innovation. Beyond instructional strategies, teachers must also demonstrate emotional intelligence, leadership, and the ability to adapt to evolving industry standards. Therefore, internships designed for teacher candidates should incorporate instructional skill development alongside the cultivation of professional dispositions, enabling them to serve as effective bridges between education and the world of work.

In addition to individual professional expertise, vocational teacher candidates must also develop collaborative competence to function effectively within multidisciplinary and industry-based environments. Collaborative competence encompasses a range of abilities, including teamwork, communication, and conflict management when interacting with colleagues, mentors, and workplace partners. Conversely, professional competence encompasses work discipline, problem-solving ability, and adherence to industry standards expected in authentic workplace settings. These competencies are widely emphasized in Work-Integrated Learning environments, where students are required to navigate both technical and interpersonal challenges. In this study, these dimensions serve as the conceptual foundations for the PRIGEL internship model. The model's objective is to facilitate the development of collaborative and professional competencies through structured industry engagement.

3 Methods

3.1 Research design

This study employed a research and development (R&D) approach to design and validate a structured internship framework for vocational teacher education. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model was adopted as a systematic framework to guide the development of the PRIGEL internship model (Branch, 2009). ADDIE was selected for its iterative, structured process, which allows continuous refinement through stakeholder feedback throughout development.

During the analysis phase, a needs assessment was conducted through preliminary observations, stakeholder discussions, and document reviews to identify gaps in existing internship practices and expectations of industry and academic partners. In the design phase, the conceptual structure of the PRIGEL internship model was developed by integrating work-integrated learning principles with the MBKM policy framework, which recognizes industry-based learning as credit-bearing academic activities.

The development phase involved producing a prototype of the internship model and related implementation guidelines. This prototype was refined through consultation and validation by academic experts and industry practitioners. During the implementation phase, the PRIGEL model was used with pre-service vocational teacher education students who completed internships in the fashion and garment industries.

The evaluation phase examined the model's practicality, perceived usefulness, and contextual relevance through expert validation and feedback from participating students and mentors. This multi-phase development process ensured that the model was grounded in empirical needs, stakeholder input, and iterative refinement (Gall, Gall, and Borg, 2003).

3.2 Instruments

The ADDIE model was implemented with a variety of instruments at each stage. The needs analysis questionnaire was administered during the analysis phase; expert validation instruments were used during the development phase; and the user evaluation questionnaire was administered during the implementation and evaluation phases of the model pilot.

The needs analysis questionnaire, distributed to lecturers and students, consisted of 20 items designed to identify challenges and expectations regarding the implementation of internships.

An expert validation instrument was developed to evaluate the content validity of the proposed PRIGEL model. This instrument consisted of three indicators, totaling 27 items. A separate instrument was also used to evaluate the internship guidebook, consisting of 10 items.

Following the program's initial implementation, a user evaluation questionnaire was distributed to students, lecturers, and industry practitioners to assess their perceptions of the PRIGEL model and the internship guidebook. The instrument consisted of four indicators, totaling 25 items.

All items were measured using a five-point Likert scale, ranging from strongly disagree to strongly agree. Content validity of the instruments was assessed using Aiken's V coefficient based on expert judgment (Penfield and Giacobbi, 2004).

In addition to the questionnaires, qualitative data were also collected through focus group discussions (FGDs) and semi-structured interviews with selected participants to obtain deeper insights into internship experiences and implementation challenges.

3.3 Participants

The study involved 92 pre-service students enrolled in the fashion teacher education program who participated in implementing the PRIGEL internship model. The internship program was supported by five academic supervisors from the university and five industry mentors from the fashion and garment sector in Central Java, who also served as expert validators during the model development stage, providing judgments for the content validity assessment of the PRIGEL model and its internship guidebook. Academic and industry mentors were assigned complementary roles: academic supervisors focused on pedagogical guidance and assessment of collaborative and professional competencies, while industry mentors oversaw technical tasks and workplace performance. Communication between mentors and students occurred regularly through weekly meetings and progress reports, following standardized evaluation criteria outlined in the PRIGEL internship guidebook.

Participants were selected using purposive sampling based on their direct involvement in the PRIGEL internship program and related model development activities. This methodological approach was adopted to ensure that the data reflected the experiences and perspectives of stakeholders directly involved in implementing the model (Palinkas et al., 2015).

3.4 Data analysis

This study employed a combination of quantitative and qualitative data analysis techniques. The quantitative data obtained from the questionnaires were analyzed using descriptive statistics (means and percentages) to summarize participants’ responses regarding the practicality, usefulness, and relevance of the PRIGEL internship model and its guidebook. The content validity of the model and instruments was assessed using Aiken's V coefficient, which quantifies the degree of agreement among experts regarding item relevance based on rating scores. The coefficient ranges from 0 (no agreement) to 1 (perfect agreement). The stability of the estimates was ensured by examining the confidence intervals.

The qualitative data derived from focus group discussions (FGDs), semi-structured interviews, and document analysis were analyzed using thematic analysis following the six-phase framework proposed by Braun and Clarke (2006). This framework includes data familiarization, initial coding, theme generation, theme review, theme definition, and reporting. The objective of this process was to identify emergent themes related to internship experiences, perceived benefits, institutional constraints, and recommendations for future implementation.

4 Results

4.1 Needs analysis of internship development

The needs analysis for the development of the internship model revealed that most students encountered challenges during implementation of the PRIGEL program, particularly in developing collaborative and professional skills. 92 students participated in the surveys, and 68% of students expressed a need for a more structured internship model that supports the development of soft skills, especially within the context of the Merdeka Belajar Kampus Merdeka (MBKM) framework. The demand for a clear internship guide was also significant, with 67.9% of students stating that a handbook is essential as a reference during the internship process. Table 1 presents the survey results by aspect.

Furthermore, interviews and focus group discussions (FGDs) with 20 students identified several significant challenges in the internship experience, including distant industry locations, limited communication, insufficient understanding of industrial work culture, and time management issues. These factors reinforce the urgency of developing a systematic, structured industry internship model that is based on collaboration between universities and industry partners.

4.2 Internship design and development

The PRIGEL internship program, run by the university, is designed to provide students with professional competencies, encompassing both hard skills (e.g., technical skills such as design, production, complex problem-solving, and analytical skills) and soft skills (e.g., work ethic, communication, teamwork, etc.). These competencies are intended to support students’ collaborative and professional development. The PRIGEL internship was implemented during the fifth and sixth semesters of the undergraduate program.

4.2.1 PRIGEL internship model design

The PRIGEL internship model was designed using the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) and aligned with the principles of the Merdeka Belajar Kampus Merdeka (MBKM) policy. The model offers a systematic structure from orientation to final reporting. Figure 1 shows the PRIGEL internship model.

Figure 1

Figure 1 presents the revised PRIGEL internship model following expert validation. The accompanying diagram delineates the structured phases of the program, namely, planning, organizing, implementation, reporting, and course conversion and recognition, illustrating the manner in which students, the academic team, and industry partners interact throughout the process. In the planning stage, emphasis is placed on curriculum alignment and identification of industry partners. It is followed by the organization of activities, including supervisor assignment and briefing. The subsequent implementation stage encompasses components such as student placement, industry orientation, mentoring, logbook updates, and collaborative reflection. Reporting entails a series of procedures, including withdrawal, course-equivalent reports, evaluation, and feedback collection. Finally, course conversion ensures academic credit recognition.

A notable aspect of the model is its inclusion of a remedial pathway. In this pathway, students who do not meet the internship requirements are referred by their academic supervisors to alternative placements that meet the program's standards. This visual representation elucidates the internal logic of PRIGEL and differentiates it from analogous WIL approaches by underscoring credit-equivalence and guidebook-based implementation.

Building on this structural overview, Table 2 presents the detailed time allocation for each phase of the internship program.

4.2.2 Validation of internship model

The model was validated by 10 experts, including academics (fashion education lecturers, MBKM team members, and program heads) and industry practitioners. The evaluation focused on three major components: model flow, content relevance, and interconnectivity among model elements.

The overall assessment yielded an average score of 3.56 (categorized as “Good”). The highest-rated components were model structure (3.87), content alignment with educational management principles (3.88), and the coherence of evaluation components (3.86). These findings show that the PRIGEL model, in terms of structure, content, and integration, meets the eligibility standards for implementation in industry-based vocational education curricula. The detailed findings are presented in Table 3.

The validation process also employed Aiken's V analysis, which demonstrated values exceeding 0.7, indicating that all indicators were considered relevant, accurate, and feasible for application. Table 4 presents the summary of content validity.

As demonstrated in Table 4, Aiken's V values for the 27 items ranged from 0.69 to 0.85. The majority of the items exceeded the commonly recommended threshold of 0.70, indicating acceptable levels of expert agreement regarding the relevance of the model components. One item exhibited a marginally reduced value (V = 0.69), yet it was retained after minimal revisions in accordance with expert feedback.

4.2.3 Validation of internship guidebook

The PRIGEL internship guidebook underwent a comprehensive validation process by 10 experts, comprising academics and industry practitioners. The evaluation focused on four main dimensions: content clarity, structural completeness, visual appeal, and the material's relevance to field implementation. The overall mean score achieved was 3.56, which falls within the “Good” category. Table 5 presents the assessment of the guidebook.

As illustrated in Table 5, the results of the expert and practitioner evaluations of the PRIGEL guidebook are presented across ten aspects. These aspects include readability, content clarity, relevance, presentation quality, and overall usefulness. The mean scores range from 3.25 to 3.75, with all aspects categorized from “adequate” to “easy” and “good.” The mean score of 3.56 indicates a consensus that the guidebook is perceived as clear, comprehensive, and suitable for use as a teaching and reference material in vocational education contexts.

The content validity of the PRIGEL internship guidebook was also assessed using Aiken's V based on expert judgments. As presented in Table 6, Aiken's V values for the 10 evaluation items ranged from 0.72 to 0.85, indicating acceptable levels of expert agreement regarding the relevance, clarity, and usability of the guidebook. These results suggest that the PRIGEL guidebook is appropriate for supporting the implementation of the internship model.

4.3 Internship implementation

The PRIGEL model was implemented in collaboration with nine industry partners across Central Java, involving 92 students from the vocational fashion education program. The internship was conducted over one academic semester, with 72 students participating in the three-month track and 20 in the six-month track.

Throughout the internship period, students engaged in a wide range of hands-on experiences that simulated real-world professional environments. These included participating in various stages of fashion production, both in manual and digital formats, such as sketching, pattern drafting, and garment construction. Additionally, students were involved in product photography, fashion show preparation, and the management of professional workplace relationships, thereby enhancing both their technical and soft skills.

The implementation of the PRIGEL model was assessed based on the perceptions of three key stakeholder groups: students, academic supervisors, and industry mentors. The evaluation focused on three dimensions: usefulness, ease of implementation, and perceived benefit. Results showed high levels of satisfaction across all groups, indicating that the model supports students’ readiness for professional challenges.

Industry partners consistently observed that students demonstrated a strong capacity for adapting to professional norms and workflows. They acknowledged improvements in students’ creativity, teamwork, and communication skills. However, several industry mentors also highlighted areas for further development, including work discipline, work ethic, and proactivity.

A senior industry mentor noted, “While the students were highly skilled and creative, some still struggled with punctuality and taking initiative. These are essential qualities in a real production setting.” Such feedback provides valuable insight for continuous model refinement, particularly in enhancing students’ professional dispositions in line with workplace expectations.

A review of observational records and interview data revealed several emerging patterns during the internship implementation. Students demonstrated higher levels of participation, clearer role understanding, and more proactive learning behaviors during the internship. Industry mentors also noted improvements in students’ creativity and collaboration, particularly in tasks such as technical drawing, digital pattern-making, and collaborative product development.

4.4 Internship evaluation

In addition to the expert review, the guidebook and internship model were assessed by 102 users from academic and industry settings, including students and validators. The feedback highlighted intense user satisfaction in four key indicators: perceived usefulness (87.6%), ease of use (88.6%), content and visual appeal (88.7%), and practicality (86.7%). Table 7 presents the summary of the internship evaluation.

Table 7 summarizes students’ perceptions of the PRIGEL model across four indicators. All aspects achieved high mean scores (3.47–3.55) with agreement levels above 86%, indicating positive perceptions of usefulness, ease of use, attractiveness, and practicality. The mean average score of 3.51 (87.78%) indicates that the model is widely regarded as both practical and suitable for implementation.

Furthermore, the validation of the guidebook employed Aiken's V coefficient, which yielded values exceeding 0.7 for all indicators. This result indicated strong content validity and indicates that the guidebook is academically sound, responsive to industry expectations, and aligned with the pedagogical principles of Indonesia's Merdeka Belajar Kampus Merdeka (MBKM) policy.

5 Discussion

The discussion addresses the four research questions by interpreting findings on internship needs, the development of the PRIGEL model, its pilot implementation, and stakeholder evaluations. This study reaffirms the critical importance of structured Work-Integrated Learning (WIL) in vocational teacher education. The PRIGEL model addresses key implementation gaps identified in the global literature on internship programs. These include fragmented supervision, weak institutional–industry alignment, and a lack of measurable learning outcomes. The findings are consistent with previous studies highlighting the necessity of integrated curricula and dual mentorship to enhance the quality of student experiences (Goh and Zukas, 2019; Smith and Worsfold, 2015). Moreover, the model's contextual fit with Indonesia's Merdeka Belajar Kampus Merdeka (MBKM) policy demonstrates how national education reforms can be operationalized through structured, evidence-based internship frameworks (Siregar et al. 2020).

In line with Ferns et al. (2014), structured WIL frameworks such as PRIGEL provide a sustainable bridge between academic instruction and industry practice, enabling students to engage in authentic learning while meeting workforce expectations. This alignment is especially crucial in the global context, where educational systems are under pressure to produce agile, work-ready graduates who can thrive in dynamic labor markets.

The findings suggest that PRIGEL may support the development of professional competencies, including technical fashion skills, digital design, communication, and teamwork. Industry partners noted students’ creativity and collaborative behavior, while also highlighting areas for continued growth, such as discipline and initiative. These insights reflect the dual role of internships as both learning environments and professional socialization processes Jackson (2017). These findings align with Billett’s (2015) argument that the effectiveness of Work-Integrated Learning (WIL) lies in students’ active engagement in authentic workplace contexts. In implementing the PRIGEL model, student involvement in cross-divisional industry team projects reinforces this collaborative dimension. However, the findings should be interpreted cautiously, as the study primarily relies on descriptive statistics and stakeholder perceptions rather than experimental or longitudinal evaluation designs.

Significantly, PRIGEL contributes to the literature by demonstrating how Work-Integrated Learning (WIL) principles can be institutionally operationalized through credit-equivalent internship structures, dual mentorship systems, and guidebook-based implementation within a national higher education policy context. The model's design, grounded in the ADDIE approach, can be adapted across disciplines and geographical contexts, especially in regions with similar policy landscapes or aspirations for education–industry integration. Future studies could employ longitudinal designs to examine the sustained impact of PRIGEL on graduates’ career trajectories.

6 Conclusions

In conclusion, PRIGEL is a scalable and transferable model for structured WIL in vocational teacher education. The integration of curricular rigor, stakeholder collaboration, and contextual responsiveness exemplifies the harmonization of policy, pedagogy, and practice. The PRIGEL model provides a validated, practical approach to integrating industry internships in vocational teacher education. The model's structured design supports the development of both technical and collaborative competencies that are aligned with national education reforms.

Future research may explore longitudinal impacts on graduates’ career progression and job retention, multi-site implementation to further validate the model's generalizability, adaptation across other vocational programs (e.g., culinary, mechanical engineering, multimedia), and student well-being during extended internships.

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