<![CDATA[Work-integrated learning (WIL) is widely recognised as a strategy for improving workplace readiness, yet evidence of its effectiveness remains fragmented across disciplines. This study conducted a PRISMA 2020-compliant systematic review and meta-analysis to evaluate the overall impact of WIL on student outcomes, compare different WIL models, and identify institutional strategies associated with improved effectiveness. Literature published between 2021 and 2026 was retrieved from Scopus, Google Scholar, ERIC, DOAJ, and Semantic Scholar. Following screening, six studies (k = 6; N = 1,539) were included in the meta-analysis and four additional studies contributed to narrative synthesis. A random-effects model yielded a significant medium-to-large pooled effect (Hedges' g = 0.68, 95% CI [0.43, 0.93], p < .001), although substantial heterogeneity was observed (I² = 83.1%). Work-based and practicum models demonstrated stronger effects than simulation-based approaches, while perceived employability showed the largest improvement among outcome categories. Sensitivity analysis confirmed the robustness of the findings, and Egger's test indicated no significant publication bias. Overall, WIL significantly enhances student outcomes across diverse disciplines and contexts, particularly when supported by structured feedback, employer engagement, and career development initiatives. Future research should adopt standardised evaluation frameworks and more rigorous longitudinal and experimental designs.]]>
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