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Intelligent Remote Internships: A Qualitative Study of the PREVIEW RIB and the Structuring Role of Educational AI

  • García-Peñalvo, Francisco José [1] ; Pinto-Llorente, Ana María [1] ; Verdugo-Castro, Sonia [1] ; García-Holgado, Lucía [1]
    1. [1] Universidad de Salamanca

      Universidad de Salamanca

      Salamanca, España

  • Localización: IJERI: International journal of Educational Research and Innovation, ISSN-e 2386-4303, n. 25, 2026
  • Idioma: inglés
  • DOI: 10.46661/ijeri.12788
  • Títulos paralelos:
    • Prácticas remotas inteligentes: un estudio cualitativo del PREVIEW RIB y el papel estructurante de la inteligencia artificial educativa
  • Enlaces
  • Resumen
    • español

      La expansión de las prácticas de trabajo en remoto ha transformado el aprendizaje integrado en el trabajo en la educación superior, incluidas las prácticas universitarias. Aunque las prácticas remotas adquirieron visibilidad tras la pandemia de la COVID-19, sigue siendo limitada la investigación empírica sobre su diseño pedagógico, las percepciones de los actores implicados y su implementación institucional. Este estudio aborda esta laguna analizando las percepciones de los grupos de interés sobre las prácticas remotas y examinando el PREVIEW Remote Internship Blueprint (RIB) como una infraestructura pedagógica que puede apoyar la transición desde prácticas remotas convencionales hacia las prácticas remotas inteligentes. Se adoptó un diseño fenomenológico cualitativo. Los datos se recogieron mediante grupos focales con estudiantes, mentores de empresa y supervisores académicos de cinco instituciones europeas de educación superior. Se aplicaron análisis de contenido, análisis semántico y un marco DAFO utilizando software CAQDAS. Los resultados indican que las prácticas remotas se perciben como viables y pedagógicamente significativas cuando están diseñadas de forma intencional y cuentan con un apoyo adecuado, especialmente en relación con la flexibilidad, la accesibilidad, la internacionalización y el desarrollo de competencias digitales y transversales. Al mismo tiempo, los participantes señalaron desafíos vinculados a una menor interacción social, riesgos de aislamiento, una capacidad desigual de mentorización y dificultades para proporcionar retroalimentación formativa oportuna y evaluar competencias transversales a escala. A partir de estas evidencias cualitativas, se discute cómo las fases estructuradas, los roles y los puntos de seguimiento definidos en el PREVIEW RIB lo convierten en un marco preparado para la inteligencia artificial, permitiendo que la analítica de aprendizaje y la inteligencia artificial educativa refuercen el seguimiento, la personalización, la evaluación formativa y la coordinación universidad–empresa, manteniendo la agencia humana y alineándose con principios éticos y de sostenibilidad.

    • English

      The expansion of remote work practices has transformed work-integrated learning in higher education, including university internships. Although remote internships gained visibility after the COVID-19 pandemic, empirical research on their pedagogical design, stakeholder perceptions, and institutional implementation remains limited. This study addresses this gap by analysing stakeholders’ perceptions of remote internships and examining the PREVIEW Remote Internship Blueprint (RIB) as a pedagogical infrastructure that can support the transition from conventional remote internships to intelligent remote internships. A qualitative phenomenological design was adopted. Data were collected through focus groups with students, company mentors, and academic supervisors from five European higher education institutions. Content analysis, semantic analysis, and a SWOT framework were applied using CAQDAS software. Findings indicate that remote internships are perceived as viable and pedagogically meaningful when intentionally structured and adequately supported, particularly in relation to flexibility, accessibility, internationalisation, and the development of digital and transversal competences. At the same time, participants reported challenges related to reduced social interaction, risks of isolation, uneven mentoring capacity, and difficulties in providing timely formative feedback and assessing transversal competences at scale. Building on these qualitative insights, the study discusses how the structured phases, roles, and evidence flows defined in the PREVIEW RIB make it artificial intelligence-ready, enabling learning analytics and educational AI to enhance monitoring, personalisation, formative assessment, and university–enterprise coordination while maintaining human agency and aligning with ethical and sustainability principles.

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