Bridging academia and practice: Early childhood education students’ perspectives on industry-based learning

Abstract

This study explored students’ insights on Industry-Based Learning (IBL) experiences in the context of a Bachelor of Early Childhood Education (ECE) program. The study, conducted at a private international university in Malaysia, utilized a qualitative case study approach where the research examined students’ reflections and experiences during their IBL placements across five core knowledge areas of the ECE framework, namely, Child Development, Curriculum and Learning Environment, Administration and Management, Family and Community, and Professional Development. Data collected through reflective journals and focus group interviews with participating students offered insights into the challenges and learning outcomes that emerged during their time in industry settings. Findings indicate that IBL significantly enhanced students’ ability to apply theoretical knowledge in real-world contexts, while fostering key professional competencies such as critical thinking, adaptability, collaboration, and empathy. Students reported increased awareness of child-centred practices, improved communication skills with families, and a deeper appreciation for the responsibilities of administration and leadership in early childhood settings. Despite initial challenges, such as adjusting to workplace expectations and managing diverse family backgrounds, students demonstrated significant growth in both confidence and ability. The study concluded that IBL serves as a valuable bridge between academic preparation and professional readiness, highlighting the need for stronger and more structured collaboration between universities and ECE service providers. It recommends ongoing support for mentoring, the integration of reflective practice, and ongoing curriculum enhancement to ensure alignment with current industry needs and expectations.