The provision of Technical and Vocational Education and Training (TVET) education requires lecturers who possess the necessary prerequisite industry-relevant skills. Work-integrated learning (WIL) offers TVET lecturers an opportunity to receive training from industry professionals through work placement. This study examined how TVET lecturers' WIL experiences could be improved by attending industry meetings. An interpretivist paradigm, which employed a multiple case study design, informed this study. Purposive and convenience sampling was employed to select TVET colleges and industries hosting lecturers during WIL. Using face-to-face, semi-structured interviews, data were generated from nine industry personnel and eighteen purposively selected TVET college lecturers from the three selected TVET colleges. The instruments were piloted with three colleagues to eliminate ambiguity and ensuring the intended information is gathered. Bergami and Schuller’s theoretical model on teacher placement in industry guided this study. The model helps to explain the kinds of knowledge gained during WIL. Data were analysed thematically. Findings revealed that lecturers experienced learning from discussing the requirements and conditions of tasks. Lecturers learnt from daily scheduled tasks, sharing artisans’ feedback experiences, listening, communicating, and reflecting on previous experiences through different types of meetings. The study contributed to a unique way for TVET lecturers learning through WIL by presenting a learning platform during WIL. © Authour(s).
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