This thesis aims to develop a concept for an educational tool that complements work-integrated learning (WIL) within the course Management Control and Costing (VKA200) at University West. The background highlights a gap between theoretical education and the practical skills demanded by the labor market. Although WIL is an established pedagogical approach, previous research shows that short internships are not always sufficient to adequately prepare students (Mabungela & Mtiki, 2024).

The study is grounded in theories of product development (Ulrich & Eppinger, 2021), Design Thinking (Brown, 2009), and educational models such as Kolb's experiential learning cycle and constructive alignment (Kolb, 1984). These frameworks guide the development of a concept for an educational tool where students can apply theoretical knowledge in realistic, interactive learning environments.

Methodologically, the project is based on semi-structured interviews with alumni from the Industrial Engineering and Management program. Twelve interviews were conducted and analysed inductively to identify recurring needs and challenges related to the transition from education to employment. Four main themes were identified: content, pedagogy, practice, and social aspects. These formed the basis for requirement specifications used during concept development.

A creative ideation phase generated 40 proposals for a concept of an educational tool functions and formats. Through a structured selection process and concept screening matrix, three concepts were chosen for further evaluation. A subsequent survey with the same participants was used to validate the relevance and usability of the concepts.

In addition to the pedagogical and functional analysis, the study has also examined simulation from the perspectives of social, economic, and ecological sustainability. Simulation is considered to have the potential to contribute to more inclusive and effective education, while also reducing the need for resource-intensive internships.

In conclusion, the study demonstrates that a concept for an educational tool, grounded in student needs and educational theory, can serve as a meaningful complement to WIL. It supports bridging the gap between theory and practice in engineering education and enhances students’ employability.