There is currently growing interest in moving from didactic teaching to context-specific learning based on the participation of professionals from the real world of work. Universities must provide educational programs that will allow students to successfully integrate into the workplace. One solution is to introduce work-integrated learning into universities. work-integrated learning is an approach to vocational education that integrates academic knowledge and practice, and emphasizes the integrative aspects of learning. Knowledge acquired in traditional academic courses at university cannot be directly transferred to workplace practice. One of the reasons for this is the differences in the way training is organized at a university and in the workplace. In practice, knowledge is mostly tacit and acquired in a more social way. In universities, knowledge is transferred in the form of separate training courses. To solve this problem, it is necessary to study teaching methods, learning resources, assessment techniques used in dual training at a university.

This article considers work-integrated learning as a form of combined training, including academic training and practical training in the workplace. The importance of integrating acquired knowledge and skills in work-integrated learning and the need for two-way communication between the pedagogical process at a university and practical experience in the workplace, as well as the need to adapt teaching methods, learning resources, assessment techniques for the successful implementation of work-integrated learning are emphasized.