Constructing technology-enhanced authentic learning environments: GRASPS – YouTube as a model of situated professional participation

To enhance scalable and authentic learning in higher education, this study examines the integration of YouTube-based video content into the GRASPS (Goals, Roles, Audiences, Situations/Contexts, Products, Standards) instructional framework and its effects on students’ cross-cultural literacy, creative problem-solving, self-regulated learning, and employment self-efficacy. A quasi-experimental pretest–posttest nonequivalent-group design was conducted with 106 Taiwanese undergraduates assigned to an experimental group (YouTube-integrated GRASPS) or a control group (conventional instruction). The intervention included an 18-week course and an 8-week overseas internship. Data were analyzed using ANCOVA, complemented by behavioral learning analytics to capture engagement patterns. Results showed that the experimental group significantly outperformed the control group in cross-cultural literacy, creative problem-solving, and employment self-efficacy. Learning analytics further revealed that sustained video engagement and reflective interaction predicted higher self-regulated learning. These findings demonstrate that integrating structured pedagogy with open video resources can effectively simulate cross-cultural professional contexts and foster globally relevant competencies. Implications for scalable digital internship preparation in higher education are discussed.