Contextualising Community-Engaged Work-Integrated Learning in Criminology and the Justice Sector: Comparative Insights from Australia, Canada and the United Kingdom

Laura Vidal; Abigail Salter; Danette Nearing-Guibord; Cameron Langfield; Sarah Bloomfield; Natalia Hanley; Jason Payne; Michelle Eady

doi:10.21153/jtlge2026vol17no2art2371

Authors

Dr Laura Vidal University of Wollongong https://orcid.org/0000-0002-3860-5000
Abigail Salter The Open University https://orcid.org/0000-0003-1353-5234
Danette Nearing-Guibord Carelton University https://orcid.org/0009-0001-1416-7261
Dr Cameron T Langfield University of Wollongong https://orcid.org/0000-0001-5596-3478
Dr Sarah Bloomfield The Open University https://orcid.org/0000-0001-6222-7524
Dr Natalia Hanley La Trobe University https://orcid.org/0000-0002-4009-4326
Jason L Payne Griffith University https://orcid.org/0000-0002-3342-4550
Professor Michelle J Eady University of Wollongong https://orcid.org/0000-0001-5624-0407

DOI:

https://doi.org/10.21153/jtlge2026vol17no2art2371

Abstract

As universities respond to global challenges through local partnerships, Work-Integrated Learning (WIL) has become a key strategy for preparing students for complex career landscapes. This comparative study examines community-engaged WIL in criminology and justice sector programmes within Australia, Canada and the United Kingdom (UK). Drawing on key policy frameworks from these three countries, we explore various contexts that shape WIL design, delivery, and sustainability. We begin with a policy landscape analysis of funding mechanisms and regulatory frameworks that enable or constrain WIL. Three case studies illustrate how programmes navigate these contexts: (1) an Australian example showcasing low-cost simulation models such as community surveys; (2) a Canadian case highlighting structured partnerships with criminal justice-related organisations; and (3) a case study from the UK examining WIL integration within policing apprenticeships. Our analysis highlights shared strategies including partnerships in community, common challenges such as risk management, partnership sustainability, and tensions between disciplinary fields. Findings offer a practical framework for implementing community-engaged WIL. We argue that innovation often emerges from the margins through creative pedagogy, cross-sector collaboration, and commitment to student and community voice, alongside policy recommendations to strengthen employability, identity development and sustainable community partnerships.

Author Biographies

Dr Laura Vidal, University of Wollongong

Dr Laura Vidal is a Lecturer in Criminology in the School of Social Sciences, and Academic Program Director and Liverpool Lead for the Criminology program. Laura's research is multi-disciplinary and draws on her practice experience as a social worker. Laura's work is broadly concerned with the ways systems define and respond to harm, as compared with, the way individuals experience harm and navigate intervention and support. Her work to date has been focused on the contexts of human trafficking, slavery and slavery-like practices - particularly forced marriage.

As one of Australia’s leading experts in understanding and responding to forced marriage, Laura undertook a prestigious Winston Churchill Memorial Trust Fellowship (2016) to develop innovative and best practice solutions to respond to this issue. This project lead to her PhD in Criminology (2023) focused on examining experiences of young women impacted by forced marriage in Australia, which was awarded a Vice-Chancellors Commendation and Faculty of Arts Prize for thesis excellence. This work is drawn on by government and civil society in ongoing law, policy and program responses to forced marriage in Australia, where Laura remains an active contributor to reform.

Laura comes to academia from a background as a social work practitioner where she spent over 10 years supporting and advocating for women, girls and families experiencing violence. Laura brings this experience to the way she engages in qualitative research: enabling her goal as a researcher to produce empirical evidence which can be readily translated into policy and programmatic outcomes. This experience is also bought into the way she engages in teaching and learning design and student outcomes – privileging lived experience and community perspectives. Laura has developed two subjects within the Bachelor of Criminology at UOW: International Crime and Justice and Victimology, both utilising theory and practice insights and partnerships with community.

Laura maintains membership of the Australian Association of Social Work; and is a member of the Australia New Zealand Society of Criminology. She holds a PhD in Criminology (Monash University), Masters in Human Rights Law and Policy (UNSW) and a Bachelor of Social Work (Hons. 1) (UNSW).
Abigail Salter, The Open University

Lecturer, Department for Policing, The Open University. As well as a Practice Tutor, Abigail serves as a Lecturer in the Department for Policing. With a solid background in Policing where she served as a Detective Sergeant, Abigail’s research interests focus on work-based learning and the learning processes of police officers.

Currently, she is pursuing a Doctorate of Education and has recently presented work at the 2024 International Society of Teaching and Learning conference held in Indiana, USA. Abigail enjoys teaching at the OU and particularly loves witnessing students’ growth, knowing she’s contributing to their personal and professional development.
Danette Nearing-Guibord, Carelton University

Danette Nearing-Guibord has been the field placement coordinator for Criminology since 2007. She is a graduate of the Criminology program at Carleton and it was through her field placement that she started her career working with youth at risk. With over 25 years of experience working in the criminal justice system in positions with organizations such as the Boys and Girls Club, Youth Probation, and Pinecrest-Queensway Community Health Centre, Danette has developed a wide network of connections within the Ottawa community. This has assisted in continuing to build a top-quality field placement program that has enabled students to successfully start their careers in the criminal justice field.
Dr Cameron T Langfield, University of Wollongong

Dr Cameron Langfield is a Lecturer in Criminology at the University of Wollongong, where he contributes to teaching, research, and governance in the School of Social Sciences. His teaching and research interests lie at the intersections of quantitative criminology, youth justice, and developmental and life-course criminology. He recently completed his PhD in Criminology, which examined the impact of the COVID-19 pandemic on youth offending patterns in New South Wales. His research provides critical insights into how public health emergencies reshape youth behaviour, policing practices, and justice system responses.
Dr Sarah Bloomfield, The Open University

Dr Sarah Bloomfield is a Senior Lecturer in Work and Organisational Learning and the Director of Undergraduate Apprenticeship Qualifications in the Open University Business School. Sarah was awarded an ESRC-funded PhD and MRes from the University of Bath, where she remains a Visiting Research Fellow. She also holds BA & MEng degrees from the University of Cambridge, an MBA from INSEAD in France, and serves as an external examiner at both Bath Spa University and the University of Hertfordshire.
Dr Natalia Hanley, La Trobe University

Dr Natalia Hanley is an Associate Professor and the Associate Dean Learning and Teaching in the La Trobe Law School. Her research examines the experiences and impacts of imprisonment on individuals and families, service support for survivors of domestic and family violence, and wildlife crime. She is a qualitative researcher who works collaboratively with community and government organisations to promote social justice outcomes through policy and practice.
Jason L Payne, Griffith University

Jason is Director of the Griffith Criminology Institute. His research focuses on drugs and crime, youth crime, harm reduction and criminal justice program evaluation. Jason is a mixed-method researcher with particular expertise in the quantitative measurement of recidivism and other criminal justice evaluation methodologies. Of particular relevance to the current project, Jason has played a project-lead role in a number of research and evaluation activities. These include the evaluation of the North Queensland Drug Court, the outcomes evaluation of the first 100 graduates of the South-East Queensland Drug Court, the Commonwealth-funded evaluation of the National Police Drug Diversion Initiative, and the Evaluation of Aboriginal Drug and Alcohol Treatment Programs funded under the National Indigenous Law and Justice Framework.
Professor Michelle J Eady, University of Wollongong

Michelle J. Eady is a Fulbright Scholar and Professor in the School of Education at the University of Wollongong, Australia. Her work is grounded in a commitment to strengthening teaching and learning through collaboration, community engagement, and evidence informed practice. A Fellow of HERDSA and ISSOTL, and a Senior Fellow of Advance HE, Michelle also served as President of the International Society for the Scholarship of Teaching and Learning (ISSOTL). She holds a national teaching citation recognising her contributions to high quality teacher preparation. Michelle’s research spans the Scholarship of Teaching and Learning (SoTL), Work Integrated Learning (WIL), Indigenous Studies, and contemporary issues in education.

References

Ajjawi, R., Tai, J., Jorre, T. J. de S., & Johnson, L. (2021). Authentic assessment design for work-integrated learning. In, S. Ferns., A.D. Rowe., K.E. Zegwaard. (Eds). Advances in research, theory and practice in work-integrated learning. Routledge. https://doi.org/10.4324/9781003021049

Aprile, K. T., & Knight, B. A. (2020). The WIL to learn: Students' perspectives on the impact of work-integrated learning placements on their professional readiness. Higher Education Research & Development, 39(5), 869–882. https://doi.org/10.1080/07294360.2019.1695754

Bartle, J. (2026). Bridging theory and practice: A review of the benefits and challenges of criminal justice internships. Journal of Criminal Justice Education, 1–24. https://doi.org/10.1080/10511253.2026.2614527

Blockley, T., Curnow, G., & Walton, S. (2026). Authentic assessment, adult learning and meaningful curriculum design: Reflections on apprenticeship development and teaching practice on a criminology, investigation and policing programme. Higher Education, Skills and Work-Based Learning, 1–21. https://doi.org/10.1108/HESWBL-07-2024-0210

Bloomfield, S., Buray, K., Myers, F, & Shek, M. (2024). Learning to work whilst working to learn: Is the degree apprenticeship a route for me? SCiLAB, The Open University. https://oro.open.ac.uk/97981/

Boyer, E. L. (1996, April). The scholarship of engagement. Bulletin of the American Academy of Arts and Sciences, 49, 18–33. https://doi.org/10.2307/3824459

Boyer Commission. (2023). The equity/excellence imperative: A 2030 blueprint for undergraduate education at U.S. research universities. The Association for Undergraduate Education at Research Universities. https://wacclearinghouse.org/docs/books/boyer2030/report.pdf

Brabazon, H., Esmail, J., Locklin, R., & Stirling, A. (2019). Beyond employability: Defamiliarizing work-integrated learning with community-engaged learning. Engaged Scholar Journal, 5(3). https://doi.org/10.15402/esj.v5i3.70364

Braverman, S. (2023, February 1). We will rid the police of those who are not fit to wear the uniform. Conservative Home. https://conservativehome.com/2023/02/01/suella-braverman-i-am-cracking-down-to-rid-the-police-of-those-who-are-not-fit-to-wear-the-uniform/

Brewis, E., Brotherhood, T., & Yang, L. (2025). Higher education and national and global public good(s) in Ontario, Canada. Higher Education, 89, 129–145. https://doi.org/10.1007/s10734-024-01327-6

Burton, K., Rayment-McHugh, S., & Sharp, A. (2024). Introducing a trauma-informed matrix: A resource for academics to support criminal law and criminology students. Legal Education Review, 34(2), 103. https://doi.org/10.53300/001c.125851

Carleton University. (2020). Strategic Integrated Plan (2020-2025). https://carleton.ca/sip/wp-content/uploads/Carleton-University-Strategic-Integrated-Plan-2020-2025.pdf

Carleton University. (2024). Facts & Figures. https://carleton.ca/about/facts-figures/

College of Policing. (2024). Competency and values framework for policing. https://assets.college.police.uk/s3fs-public/2025-06/Competency-and-values-framework.pdf?VersionId=CI69IOWnPGENKC9EbReW5rdwMsMFPIfk

College of Policing. (2016). Policing education qualifications framework: Consultation 2 February–29 March 2016. https://library.college.police.uk/docs/college-of-policing/PEQF_consultation_final_290116.pdf

College of Policing. (2025). Resources for reflective practice. https://assets.college.police.uk/s3fs-public/2020-11/Resources_for_reflective_practice_v1_0.pdf

College of Policing. (2023, March 13). Policing education qualifications framework (PEQF). https://web.archive.org/web/20230313185657/https://www.college.police.uk/career-learning/policing-education-qualifications-framework-peqf

Commonwealth of Australia. (2020). Review of the disability standards for education 2005. Australian Government. https://www.education.gov.au/disability-standards-education-2005/2020-review-disability-standards-education-2005

Curto-Reverte, A., Peguera-Carré, M. C., Cobos-Rius, H., & Vidal-Marti, C. (2025). The role of work-integrated learning in the European Higher Education Area: A systematic review. Review of Education, 13(3), e70114. https://doi.org/10.1002/rev3.70114

Dean, B. A., Eady, M. J., Glover-Chambers, T., Moroney, T., O'Donnell, N., & Yanamandram, V. (2019). WIL@UOW: WIL pedagogy overview. University of Wollongong. https://documents.uow.edu.au/content/groups/public/@web/@dvce/documents/doc/uow259307.pdf

Eady, M. J., Abrahamson, E., Green, C., Arcellana-Panlilio, M., Hatfield, L., & Namaste, N. (2021). Repositioning SoTL towards the T-shaped community. Teaching & Learning Inquiry, 9(1), 262–278. https://doi.org/10.20343/teachlearninqu.9.1.18

Department for Education. (2025, February). Apprenticeship funding rules August 2024 to July 2025. Version 2. Education and Skills Funding Agency. https://web.archive.org/web/20260423134931/https://assets.publishing.service.gov.uk/media/67b322eb4e79a175a4c2fd5d/Apprenticeship_funding_rules_2024_to_2025.pdf

Evans, M., & Cloutier, L. M. (2025). Examining perceptions of the tripartite relationship in higher degree apprenticeship programmes. Education & Training, 67(2), 236–257. https://doi.org/10.1108/ET-01-2024-0011

Ferns, S., Russell, L., & Kay, J. (2016). Enhancing industry engagement with WIL: Capacity building for industry partners. Asia-Pacific Journal of Cooperative Education, 17(4), 349–375. https://files.eric.ed.gov/fulltext/EJ1131546.pdf

Furco, A. (1996). Service-learning: A balanced approach to experiential education. Service Learning, General, 128. https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1104&context=slceslgen

Furco, A. (2003). Self-assessment rubric for the institutionalisation of service-learning in higher education. Service Learning, General, 127. https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1105&context=slceslgen

Garant-Jones, E., Eady, M. J., & Dean, B. A. (2024). Designing for inclusion in work-integrated learning: A scoping review. Higher Education Research & Development, 43(8), 1754–1768. https://doi.org/10.1080/07294360.2024.2385354

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Polytechnic.

Government of Canada. (2024, December). Distribution of Federal Funding Among Canada’s Post-Secondary Institutions: Report of the Standing Committee on Science and Research. House of Commons. https://www.ourcommons.ca/Content/Committee/441/SRSR/Reports/RP13470065/srsrrp12/srsrrp12-e.pdf

Helyer, R. & Garnett, J. (2016). How does work-based learning fit into higher education. In R. Helyer (Ed), Facilitating Work-Based Learning: A Handbook for Tutors, Palgrave Macmillan, pp.13-32.

Higher Education Support Amendment (Job-Ready Graduates and Supporting Regional and Remote Students) Act 2020 (Cth). https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/bd/bd2021a/21bd012

Hodge, L., Briese, J., McIntyre, H., Morley, C., Kostecki, T., Gounder, E., & Edwards, R. (2024). Work-integrated learning (WIL): An investigation of strategies to enable access, participation, and success for regional remote area and Australian First Nations students. In M. Kumar., S. Pattanayak, & B. Belford. (Eds). The layered landscape of higher education (pp. 200–211). Routledge. https://doi.org/10.4324/9781032715544

Holdaway, S. (2017). The re-professionalization of the police in England and Wales. Criminology and Criminal Justice, 17(5), 588–604. https://doi.org/10.1177/1748895817690214

Jackson, D. (2025). A deep dive into taught postgraduates' participation in work-integrated learning. Higher Education Research & Development, 44(7), 1701–1719. https://doi.org/10.1080/07294360.2025.2525118

Kakar, S. (2025). Enhancing Criminology and Criminal Justice Education Through Experiential Learning: Insights and Implications. Journal of Criminal Justice Education, 36(3), 519-534. https://doi.org/10.1080/10511253.2025.2506430

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

LaCroix, E. (2024). Meso-foundations of experiential education in Ontario universities: A content analysis of the province's strategic mandate agreements. Canadian Journal of Higher Education, 54(1), 14–26. https://doi.org/10.47678/cjhe.vi.190053

Lauritz, L.E., Åström, E., Nyman, C., & Klingvall, M. (2012). Police Students’ Learning Preferences, Suitable Responses from the Learning Environment, Policing, 7(2), 195-203. https:/doi.org/10.1093/police/pas009

Lin, Y. & Guo, K. (2025). International students in Australia: reflections, contemporary trends, and future directions. Applied Mobilities, 10(2): 4437-454. https://doi.org/10.1080/23800127.2025.2506238

McCormack, S., & Baron, P. (2023). The impact of employability on humanities, arts and social sciences degrees in Australia. Arts and Humanities in Higher Education, 22(2), 164–182. https://doi.org/10.1177/14740222231156888

McDonald, A.F., & Chavez, A. (2025). Collaborative Community-Based Research: A Criminal Justice Course Partnership with a Juvenile Detention Center. Journal of Criminal Justice Education, 1-20. https://doi.org/10.1080/10511253.2025.2580994

McRae, N., & Johnston, N. (2016). The development of a proposed global work-integrated learning framework. Asia-Pacific Journal of Cooperative Education, 17(4), 337–348. https://files.eric.ed.gov/fulltext/EJ1131540.pdf

Mpuangnan, K. N., & Ntombela, S. (2024). Community voices in curriculum development. Curriculum Perspectives, 44(1), 49–60. https://doi.org/10.1007/s41297-023-00223-w

Myers, F., Bloomfield, S., Reid, K., Marshall, H., & Timmins, S. (2025). Problematising the unseen role of the line manager in degree apprenticeships: Where do we go from here? Higher Education, Skills and Work-Based Learning, 15(6), 1183–1196. https://doi.org/10.1108/HESWBL-01-2025-0036

Nearing-Guibord, D., Eady, M.J., Capocchiano, H., Barrington, A. (in press). Giving back to move forward in work-integrated learning: A case study of an altruistic pedagogy in teaching and learning in criminology. Teaching and Learning Inquiry.

Neyroud, P. (2011). Leading policing in the 21st century: Leadership, democracy, deficits and the new professionalism. Public Money and Management, 31(5), 347–354. https://doi.org/10.1080/09540962.2011.598346

Office for Students. (2023). About the teaching excellence framework. https://www.officeforstudents.org.uk/for-providers/quality-and-standards/about-the-tef/

O’Kane, M., Behrendt, L., Glover, B., Macklin, J., Nash, F., Rimmer, B., & Wikramanayake, S. (2024, February 2025). Australian universities accord final report. Australian Government. https://www.education.gov.au/australian-universities-accord/resources/final-report

O'Neill, G., & Short, A. (2025). Relevant, practical and connected to the real world: What higher education students say engages them in the curriculum. Irish Educational Studies, 44(1), 23–40. https://doi.org/10.1080/03323315.2023.2221663

Ontario & Carleton University. (2020, November 26). 2020-2025 Strategic Mandate Agreement: Carleton University. Ontario. https://www.ontario.ca/page/2020-2025-strategic-mandate-agreement-carleton-university

Peach, D., Larkin, I., & Ruinard, E. (2012). High-risk, high-stake relationships: building effective industry-university partnerships for Work Integrated Learning (WIL). Proceedings of the Australian Collaborative Education Network (ACEN), Australia, 230-236. https://acen.edu.au/wp-content/uploads/2015/09/ACEN-2012-National-Conference-Proceedings.pdf?x91341#page=230

Peters, D. (2021, February 22). Performance-based funding comes to the Canadian postsecondary sector. University Affairs. https://universityaffairs.ca/news/performance-based-funding-comes-to-the-canadian-postsecondary-sector/

Rook, L., & Sloan, T. (2021). Competing Stakeholder Understandings of Graduate Attributes and Employability in Work-Integrated Learning. International Journal of Work-Integrated Learning, 22(1), 41-56. https://files.eric.ed.gov/fulltext/EJ1286230.pdf

Ross, L., & Elechi, O. (2002). Student attitudes towards internship experiences: From theory to practice. Journal of Criminal Justice Education, 13(2), 297–312. https://doi.org/10.1080/10511250200085491

Salter, A., Smith, A., & Moss, S. (2025). An exploration of the use of reflective assessment by policing apprentices whilst in an operational setting. In J. Baxter, H. Selby-Fell, & A. Gilbert (Eds.), Creativity and critique in digital learning and teaching. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-68086-1_12

Saltmarsh, J., Hartley, M. & Clayton, P. (2009). Democratic Engagement White Paper. Boston, MA: New England Resource Center for Higher Education (NERCHE). https://scholarworks.umb.edu/nerche_pubs/45

Skills England. (2025). End point assessment plan for police constable integrated degree apprenticeship at Level 6. https://skillsengland.education.gov.uk/media/1440/police-constable-assessment-plan.pdf

Skills England. (n.d.). Home. https://skillsengland.education.gov.uk/

Statistics Canada. (2023). Elementary to postsecondary student education dashboard: Enrolments, graduations and tuition fees. https://www150.statcan.gc.ca/n1/pub/71-607-x/71-607-x2022019-eng.htm

Stoecker, R. (2016). Liberating service-learning and the rest of higher education civic engagement. Temple University Press.

Sundset, M. A., Sandvoll, R., & Låg, T. (2025). The power of WIL: Advancing work-integrated learning in discipline-based higher education programmes. Nordic Journal of STEM Education, 9(3), 37–60. https://doi.org/10.5324/njsteme.v9i3.6378

Tong, S., & Hallenberg, K. M. (2018). Education and the police professionalisation agenda: A perspective from England and Wales. In C. Rogers & B. Frevel (Eds.), Higher education and police. Springer Nature. https://doi.org/10.1007/978-3-319-58386-0_2

Tran, L.T., Nguyen, D.T.B., Blackmore, J., He, B. & Vu, H.Q. (2023). COVID-19, geopolitics and risk management: Towards framing a reciprocal, coordinated, responsive and empathetic international education sector. Policy Futures in Education, 21(4): 423-444. https://doi.org/10.1177/14782103231163480

Universities Australia. (2019, April). Work integrated learning in universities: Final report. Universities Australia. https://universitiesaustralia.edu.au/wp-content/uploads/2022/03/WIL-in-universities-final-report-April-2019.pdf

Universities Australia, Australian Chamber of Commerce and Industry, Australian Industry Group, Business Council of Australia, & Australian Collaborative Education Network. (2015). National strategy on work integrated learning in university education. Universities Australia. https://wilaustralia.edu.au/wp-content/uploads/2015/11/National-WIL-Strategy-in-university-education-032015.pdf

Universities UK. (2024). Blueprint for change: A vision for UK universities. https://www.universitiesuk.ac.uk/sites/default/files/field/downloads/2025-01/opportunity-growth-and-partnership-a-blueprint-for-change-170125.pdf

University of Wollongong. (2024a). Statistics. https://www.uow.edu.au/about/reputation/statistics/

University of Wollongong. (2024b, March 4). UOW well placed to deliver on Accord's equity agenda. https://www.uow.edu.au/media/2024/uow-well-placed-to-deliver-on-accords-equity-agenda.php

University of Wollongong. (2024c). Goal 10: Reduced inequality. https://www.uow.edu.au/united-nations-sustainable-development-goals/goal-10-reduced-inequality/

Wehr, K., Singh, R., Watulak, S. L., Harlap, A., Collier, A., & Archambault, A. (2023). Co-designing an action-oriented instructional design community: Applying the design justice network principles to shape and inform our collaborative practices. The Journal of Applied Instructional Design, 13(1). https://doi.org/10.59668/723.13043

Welch, A. (2020). Tensions in the evolving Australian higher education system: A complex, evolving mix. Higher Education Governance and Policy, 1(1), 32–48. https://izlik.org/JA63MX38CU

Williams, L., Jordan, K., & McLaughlin, T. (2025). "They want people who are not me": Low socioeconomic status students' WIL experiences. Higher Education, 91, 1181-1198. https://doi.org/10.1007/s10734-025-01464-6

Young, K., Semple, A., Harvey, M., & McKenzie, S. (2023). Theory and practice of why to evaluate WIL: A context-sensitive approach. Advancing Scholarship and Research in Higher Education, 4(1), 1–22. https://doi.org/10.59197/asrhe.v4i1.7841

Zegwaard, K. E., Pretti, T. J., & Rowe, A. D. (2020). Responding to an international crisis: The adaptability of the practice of work-integrated learning. International Journal of Work-Integrated Learning, 21(4), 317-330. https://researchcommons.waikato.ac.nz/server/api/core/bitstreams/ff323c7f-8d85-44dd-8b49-720b5fa94523/content