Research often defines Work-integrated Learning (WIL) as an educational approach that provides students with work-based experiences. In this article, we argue that this approach definition of WIL is nonsensical and maintains a research terminology that fails to capture what WIL is, namely, a multidimensional learning phenomenon.

Drawing on this argument, this article aims to explore and problematise how the term WIL is used in contemporary research. To achieve this aim, we draw on contemporary research and conduct a text analysis of 48 extended abstracts that were accepted for an international WIL conference in December 2022. The text analysis generated three recurring research phenomena that we relate to research. These are (i) WIL avoidance, when the WIL term is evaded although it could verywell have been used, (ii) WIL washing, when the WIL term is used in a hollow manner, and (iii) WIL ambiguity, when the WIL term is used vaguely. We scrutinise how these research phenomena and the approach definition of WIL pose challenges to establishing a comprehensive research terminology that can bring about an increased understanding of what WIL is. Finally, we call for research to use a more careful and nuanced terminology that acknowledges WIL’s multidimensional nature.