Mapping work-integrated learning gaps through Bloom’s Taxonomy

A multi-layer curriculum analysis in creative education

Abstract

Work-integrated learning (WIL) has become central to higher education reform, yet its implementation remains inconsistent across disciplines, with evaluation often limited to surface metrics rather than cognitive depth. This study explores how WIL is embedded within creative undergraduate programs of School of Communication & Design (SCD) at RMIT Vietnam – an international branch of a prestigious Australian university, responding to calls for greater curriculum-employability alignment in higher education. Drawing on transformative learning and authentic learning theories, and using Bloom’s revised taxonomy as an evaluative lens, this research systematically maps WIL integration across 153 courses in three curriculum layers—course learning outcomes (CLOs), assessments, and course materials. Quantitative analysis of action verbs and learning activities reveals that while WIL is moderately represented in CLOs and assessments, significant gaps exist in instructional delivery, particularly in early-year courses. The findings suggest a concentration of cognitively complex WIL in capstone experiences, with limited scaffolding earlier in programs. The study offers a replicable evaluative framework and advocates for intentional curriculum co-design involving educators and industry. This contribution informs pedagogical, institutional, and policy strategies to support more authentic, scaffolded, and equitable WIL integration.