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Legal analysis examines regulatory ambiguities in virtual international work-integrated learning for university students, highlighting the need for protective institutional frameworks.
Many Australian universities have embraced virtual international work-integrated learning (WIL) experiences for students including remote placements and projects overseas involving a partner organisation. These pedagogies may help students develop their employability and cross-cultural skills, but they also expose students to potential legal ambiguities and lacunae. This article explores the nature of virtual international WIL opportunities available to Australian university students. It then identifies the key associated legal risks and regulatory issues, with the intention of raising awareness of these in order to facilitate the design and delivery of virtual international WIL placements and projects that protect student participants, universities, and partner organisations.
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Hewitt et al. (2026) studied this question.
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