Building digital skills for internship success in a changing graduate landscape

Universities are increasingly embracing virtual internships as a way of giving students access to the work experience they need to prepare for the graduate job market. This shift is not happening in isolation. It reflects significant changes in employer expectations and in the nature of entry-level work itself.

Today, employers regularly expect graduates to demonstrate meaningful work experience alongside their academic achievements. At the same time, automation, AI and digital transformation are reshaping organisations and reducing the availability of traditional entry-level and part-time roles. The result is a growing mismatch between what graduates are expected to show and the opportunities they have to develop those capabilities.

In response, universities are investing heavily in internship provision. Some institutions are now promoting guaranteed internships as part of their core student offer, underlining just how critical these experiences have become for graduate outcomes. Virtual internships in particular offer a way to scale access, remove geographical barriers and connect students with global employers.

But access alone is not enough.

If virtual internships are offered at scale, universities need to ask deeper questions. How can we ensure students thrive in these environments? How do we equip staff to support students effectively? And how can data help us understand where support is needed most?

What students need to succeed in virtual internships

Virtual internships mirror the realities of contemporary work. They are digitally mediated, often remote, frequently collaborative and dependent on self-direction and communication across platforms. To thrive, students need more than technical know-how. They need confidence, adaptability and a strong sense of digital identity.

To live, learn and work in a digital society, students must develop the digital skills that employers need now, alongside deeper capabilities that will enable them to progress in their careers and adapt as technologies evolve. This combination of skills, behaviours and mindset is what underpins long-term employability.

This raises an important question. What do we really mean when we talk about digital skills?

A broader view of digital capability

At Jisc, our digital capabilities framework takes a holistic view of what individuals need in a digital world. Rather than focusing only on tools or platforms, it recognises six interconnected elements of digital capability:

• Digital proficiency and productivity – the functional skills needed to use digital tools effectively
• Information, data and media literacies – the ability to critically find, evaluate and use information and data
• Digital creation, problem solving and innovation – using digital technologies creatively to solve problems and generate new ideas
• Digital communication, collaboration and participation – working effectively with others in digital spaces
• Digital learning and development – the ability to learn continuously and adapt to new technologies
• Digital identity and wellbeing – managing online identity, confidence, resilience and wellbeing in digital environments

Viewed through this lens, it becomes clear that virtual internships place demands across all six areas. Students may be technically proficient, but struggle with remote collaboration, digital confidence or critical data use. Others may communicate well but lack awareness of their digital identity or wellbeing in online work.

Understanding where these strengths and gaps sit is essential if universities want to support students effectively.

Using reflection and data to support students and staff

This is where the digital capability service can play a transformative role.

Our building digital capability service provides universities with a structured framework and practical tools to embed digital competence across teaching, learning and employability initiatives. At the heart of this is our discovery tool, which enables both staff and students to reflect on their digital capabilities.

The tool helps institutions to:

• Identify current strengths and areas for development at an individual and cohort level
• Provide staff and students with a personalised report, including suggested next steps and relevant resources
• Surface local development opportunities aligned to institutional priorities
• Build a richer picture of how staff and students perceive their digital skills through data dashboards

When used in the context of virtual internships, this becomes especially powerful. It allows universities to identify readiness before students begin their placements, target support where it is most needed, and equip staff with evidence to inform guidance, intervention and curriculum design.

Importantly, it also shifts the conversation from assumptions to insights. Rather than guessing which areas students might struggle with, institutions can use evidence to support inclusive, proactive approaches to employability.

Preparing for the future of work

Virtual internships are not a temporary solution. They reflect the realities of a digital, distributed workplace. Preparing students for these experiences is therefore not just about employability in the short term, but about building the capabilities they will need throughout their careers.

As universities continue to scale internship provision and, in some cases, guarantee placements, the question of digital capability becomes central. Success depends not only on securing opportunities, but on ensuring students and staff are equipped to make the most of them.

This is a conversation I am looking forward to continuing in more depth.

I will be joined by Jillian Low, chief strategic officer at Virtual Internships, for a lunchtime webinar exploring how universities can use data to support students and staff in preparing for this vital work experience.

Join us on 22 April 2026 from 12:00 to 13:00. Book your free place and take part in the discussion.