University students in the field of Social and Legal Sciences clearly recognize the importance of incorporating international and comparative content into their academic training in order to understand an increasingly competitive and globalized labor market. Membership in a supranational entity such as the European Union entails the adoption of legal norms that may be directly applicable or require domestic legislative adaptation. Within this context, differences in interpretation and application arise among Member States, particularly in areas such as immigration, which is governed by international social and labor policies.

In contrast, employers and professional associations in Spain tend to prioritize practice-oriented training focused on the national framework, particularly in labor law and human resources (HR) matters. There is a growing demand for professionals proficient in national legislation and the administrative tools used in the public sector, whereas international content is often regarded as secondary. Interviews and internship reports frequently reflect these expectations from institutions and professionals, highlighting the need for technical competencies, updated knowledge of national labor law, and the ability to use digital tools employed by public administrations and private companies.

To analyze this divergence between academic internationalization and labor market expectations, this study adopts a mixed-methodological approach. First, a qualitative content analysis was conducted on 120 internship reports from students over five academic years, focusing on their reflections regarding the relevance of international content in comparison to national content. Second, 20 semi-structured interviews were conducted with university professors and internship supervisors, together with 120 interviews with HR professionals from public and private institutions offering internships to students. The data were thematically coded to identify perceived gaps, priorities, and areas of alignment between academic training and market demands.

The findings suggest that, although the labor market continues to prioritize mastery of the national legal framework, students increasingly advocate for training that incorporates international, cultural, religious, social, and geopolitical perspectives. Universities, faced with growing student diversity and academic mobility, are challenged to balance national relevance with global competence. This study emphasizes the need to strengthen the international components of Social and Legal Sciences programs, particularly in areas such as EU Law, Labor and Immigration Policies, and International Standards, without neglecting national requirements. The findings aim to support curriculum design that aligns academic objectives with labor market realities in a global context, as today’s students enter an international, multicultural, and religiously diverse labor market, and universities can no longer limit their focus exclusively to the national framework.

Keywords: International Relations, Social and legal sciences, Globalization, Business and University.