A Strategic Evaluation of Educational Continuity for Accessibility During Uncertainty in an Educational Practicum

Abstract

Students from economically disadvantaged nations (EDN) face significant challenges in accessing high-quality education and securing global internships due to inadequate resources, funding, and infrastructure. The COVID-19 pandemic has highlighted the potential of online platforms for providing accessible, remote education and internship opportunities, aligning with UNESCO's sustainability education objectives. Using the SWOT analysis tool within the context of the experiential learning-driven integrated reflective cycle model (IRC), the research compares onsite and online internship types in higher education to identify areas where interventions can be applied to enhance the online internship experience. The study analyzed 42 interns, both on-site (OSIs) and online (ONIs), to evaluate the constructs of 'experience,' 'action,' 'preparation,' and 'theory”. The findings suggest that OSIs have weaknesses such as poor goal planning, a lack of awareness of relevance, and low communication confidence, while ONIs include a lack of exposure to teamwork and in-person experiences.