Curricular internships and soft skills in professional degree programmes: a phenomenographic document analysis comparing the health and humanities fields
DOI:
https://doi.org/10.19241/lll.v24i48.1069Keywords:
soft skills, curricular internships, higher education, phenomenographyAbstract
In the Italian higher education system, a significant asymmetry persists between health sciences health sciences and humanities in the design of professional internships. While L/SNT2 degree programmes include (Speech Therapy and Physiotherapy) structured syllabuses with explicit objectives, skills and soft skills, L-19 and L-39 lack national internship syllabi (Education Sciences and Social Work). This study investigates how soft skills are expressed explicitly or implicitly in institutional documents, adopting a phenomenographic approach. Document analysis reveals three categories: explicit and assessable integration (healthcare area); implicit and fragmented presence; and significant absence (humanities area). Findings highlight an epistemic asymmetry that undermines transparency and reflective skills. The study calls for more equitable and transparent internship models to enhance students’ learning outcomes.
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