Abstract
<p>Technical and vocational higher education institutions play a critical role in preparing graduates who can respond to changing labour market demands. However, persistent concerns regarding skills mismatch, graduate employability, and weak connections between education and industry indicate that traditional classroom-based approaches alone cannot adequately address workforce needs. This integrative review examines how work-based learning contributes to skills development and workforce preparation in technical and vocational higher education institutions. The review synthesizes conceptual and empirical studies on work-based learning models, including apprenticeships, internships, cooperative education, industry-based projects, and other forms of workplace learning, to identify common patterns, challenges, and opportunities for institutional improvement. The findings demonstrate that work-based learning strengthens technical competence, professional identity, employability skills, and students’ ability to transfer theoretical knowledge into workplace practice. However, its effectiveness depends on strong institution–industry collaboration, appropriate curriculum integration, effective supervision, and supportive policy environments. The review argues that technical and vocational higher education institutions should reposition work-based learning as a central educational strategy rather than a temporary workplace exposure activity. This study contributes to scholarship on skills development by highlighting the importance of sustainable partnerships among educational institutions, employers, and policymakers to strengthen workforce preparation systems.</p>