Internship Portals: A Systematic Review of Current Platforms and Future Directions
Article Sidebar
Main Article Content
This review's main contribution is the identification of research gaps and new trends, such as virtual internship models, secure verification frameworks, and AI-driven recommendation systems.by giving students, employers, and educational institutions a common digital platform, internship portals are crucial in bridging the gap between academic learning and real world industry experience. Online internship platforms have received a lot of attention lately due to the growing need for remote internship opportunities and skill-based employability. The functionality, efficacy, and limitations of online internship portals are the main topics of this paper's systematic review of the literature. The review examines research papers from academic databases like IEEE Xplore, Scopus, and Google Scholar that were published between 2020 and 2024. This review offers a comprehensive analysis of platform features, security and verification issues, and the function of intelligent matching mechanisms, in contrast to previous surveys that primarily concentrate on usability or employability outcomes. Common drawbacks identified by the study include limited integration with academic institutions, inadequate verification of internship postings, a lack of personalized recommendations, and data privacy issues.
Downloads
References
N. Mezhoudi, R. Alghamdi, R. Aljunaid, G. Krichna, and D. Düştegör, “Employability prediction: A survey of current approaches, research challenges and applications,” Journal of Ambient Intelligence and Humanized Computing, pp. 1–17, Jun. 2021, doi: 10.1007/s12652-021-03276-9.
M. T. Hora, M. Wolfgram, Z. Chen, and C. Lee, “Closing the doors of opportunity: A field theoretic analysis of the prevalence and nature of obstacles to college internships,” Teachers College Record, vol. i123, no. 12, pp. 180–210, 2022.
M. T. Hora, C. Lee, I. Chen, and A. Hernandez, “Exploring online internships amidst the COVID-19 pandemic in 2020–2021: Results from a multi-site case study,” WCER Working Paper No. 2021-5, 2021.
F. Al-Hawari, H. Barham, O. Al-Sawaeer, M. Alshawabkeh, S. Alouneh, and M. I. Daoud, “Methods to achieve effective web-based learning management modules: MyGJU versus Moodle,” PeerJ Computer Science, vol. 7, p. e498, 2021.
N. Ibrahim, H. M. Hanum, Z. Abu Bakar, and N. A. S. Abdullah, “Student–industry matching for internship placement,” in Proc. 5th Int. Conf. Information Retrieval and Knowledge Management (CAMP), 2021, pp. 122–126.
M. Al-Kmali, H. Mugahed, W. Boulila, M. Al-Sarem, and A. Abuhamdah, “A machine-learning-based approach to support academic decision-making at higher educational institutions,” in Proc. Int. Symp. Networks, Computers and Communications (ISNCC), 2020, pp. 1–5.
C. W. C. Teng, R. B. T. Lim, D. W. S. Chow, S. Narayanasamy, C. H. Liow, and J. J.-M. Lee, “Internships before and during COVID-19: Experiences and perceptions of undergraduate interns and supervisors,” Higher Education, Skills and Work-Based Learning, vol. 12, no. 3, pp. 459–474, 2021.
J. Perkins and A. Irwin, “The practice of online internships,” in The Routledge International Handbook of Work-Integrated Learning, 3rd ed., K. E. Zegwaard and T. J. Pretti, Eds. London, U.K.: Routledge, 2023, pp. 271–288.
S. Nicholson, G. Popoola, M. McKie, J. Moten, and T. Fletcher, “Remote work and satisfaction for Black engineers and computer scientists,” in Proc. IEEE Frontiers in Education Conf. (FIE), 2022, pp. 1–7.
J. V. Chari, R. R. Knapp, T. B. Boit, and N. K. Garg, “Catalysis in modern drug discovery: Insights from a graduate student-taught undergraduate course,” Journal of Chemical Education, vol. 99, no. 4, pp. 1296–1303, 2022.
E. Rogers, C. D. Miller, C. Flinchbaugh, M. Giddarie, and B. Barker, “All internships are not created equal: Job design, satisfaction, and vocational development in paid and unpaid internships,” Human Resource Management Review, vol. 31, no. 1, Art. no. 100723, 2021.
K. Reid, D. L. Butler, C. Comfort, and A. D. Potter, “Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students,” Distance Education, vol. 44, no. 2, pp. 267–283, 2023

This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in our journal are licensed under CC-BY 4.0, which permits authors to retain copyright of their work. This license allows for unrestricted use, sharing, and reproduction of the articles, provided that proper credit is given to the original authors and the source.