Abstract
Higher education providers have redefined their focus to include work-integrated learning (WIL) as an alternative way to prepare graduates for professional and future employment. Although WIL was designed to enhance graduates' work readiness, there is little evidence that the program supports the development of behavioural and employability competencies among participating students. Thus, this study aims to predict the effect of WIL through the partial least square path model on seven employability competencies. The sample consisted of 375 final-year engineering students from two Nigerian universities who had participated in a WIL program. A two-stage composite-based structural equation modelling was used to analyse the data. The average variance extracted and Heterotrait-Monotrait ratio were used to establish the validity and reliability of the instruments. A structural model was used to test the hypothetical constructs' relationship and level of significance. The findings supported all hypothesized direct relationships that WIL enhances graduate employability skills. The study concludes that WIL has immense benefits for students, including developing employability skills (i.e., Analytical, adaptability, communication, fundamental, ICT, interpersonal, and 4IR skillsets) for future employment. Consequently, it was recommended that higher education providers strengthen and establish frameworks for effective work-integrated learning program to enhance graduate employability.