Jul 2026· MAU Multidisciplinary Journal of Science, Technology, Management and Education (MMJ-STME)· Vol 1· 0 citations· 17 references
Abstract
The competency-based education (CBE) trend is one of the biggest changes that have taken place in the education systems across the world, where developing hands-on skills, critical thinking, and life problem-solving abilities are the focuses. Constructivist learning theory offers a good theoretical basis of this change as it encourages active and learner-focused methods of knowledge-building. In this paper, the author of this paper explores the idea of the constructivist learning theory on the implementation of CBE, with specific reference to the empirical findings that have been conducted in Nigeria and other developing nations. The study presents theoretical background, pedagogical practice, conceptual correlations, and implementation issues using a systematic review. Results show that constructivist practices have a great impact on developing competency, academic success and involvement of learners. Nevertheless, the implementation is hampered by issues like the lack of training of teachers, the lack of instructional materials and the complexity of assessments. The paper suggests a conceptual model of association between constructivist practices and competency development and provides policy, research, and practice recommendations.
This research set out to identify and rank the learning needs of university teachers in e-learning environments, using a competency assessment framework at the University of Tehran. This study distinguishes itself through the development and validation of a four-dimensional competency model, covering knowledge, attitudes, skills, and abilities, designed to reflect the cultural and organizational realities of higher education in developing countries. The study employed a mixed-methods approach, including literature review, expert consultations, and confirmatory factor analysis. Data were gathered from a group of 201 teachers, chosen through stratified random sampling. The survey tool used showed strong content validity and high reliability, with a total Cronbach’s alpha of 0.953. The findings highlight the importance of all four competency areas, with skills being identified as the top priority. The results also offer a structured framework for prioritizing teachers’ learning needs, which can support decision-making and planning in teacher development for online education settings.
Fatemeh Narenji Thani, Ava Taghavi Monfared, Maryam Dehghan· International Journal on E-l...· 0 citations
The implementation of Competency-Based Curriculum (CBC) in Kenya (Kenya Institute of Curriculum Development [KICD], 2017) has stimulated growing interest in learner-centred education, competency development and authentic learning. While the principles and intended outcomes of CBC have been widely discussed, less attention has been paid to how learners actually experience this educational transformation. This article addresses that gap by developing a conceptual framework that relates Competency-Based Curriculum, Educational Culture and Student Ownership of Learning. The article is theoretical in nature and introduces Educational Culture, including the SOL taxonomy, as a framework for understanding and supporting the implementation of CBC.
The article argues that Student Ownership of Learning represents a central qualitative dimension of the learner's learning experience through which the intentions of Competency-Based Curriculum become educational reality. Educational Culture is positioned as the school-level framework that connects curriculum implementation with students' learning experiences. Within the Kenyan context, it is proposed that the implementation of CBC is associated with the development of Educational Culture and that schools characterised by more developed Educational Cultures are expected to create conditions that increasingly support students' experienced Student Ownership of Learning.
The framework is further grounded in the relational and humanistic philosophy of Ubuntu, which provides a coherent philosophical foundation for Competency-Based Curriculum, Educational Culture and Student Ownership of Learning.
The article concludes by presenting a theoretical hypothesis that will be examined in an ongoing mixed-methods study conducted by the Foundation for Student Ownership of Learning (SOL) and Masinde Muliro University of Science and Technology (MMUST). The proposed framework contributes to the theoretical understanding of Competency-Based Curriculum implementation and provides a foundation for future empirical research on the relationship between Educational Culture and Student Ownership of Learning in Kenya.
Unknown authors· KEMI Journal of Educational...· 0 citations
Competency-based education (CBE) has gained increasing attention as an approach that seeks to move education beyond the transmission and reproduction of disciplinary knowledge toward the development and demonstration of integrated capabilities. This paper examines the competency-based approach in education by exploring its concept, theoretical foundations, core principles, benefits, challenges, and implications for contemporary teaching and learning. It conceptualizes competence as a multidimensional and contextual capacity involving the integration of knowledge, skills, attitudes, values, judgement, and performance. The discussion highlights the major principles underlying CBE, including clearly defined competencies, learner-centeredness, mastery and progression, authentic assessment, continuous feedback, flexibility, and constructive alignment among curriculum, teaching, learning, and assessment. The paper also examines theoretical perspectives that support CBE, particularly constructivism, mastery learning, and experiential and authentic learning. The literature suggests that CBE can strengthen the connection between academic learning and professional practice, increase transparency of learning expectations, support flexible learning pathways, enhance program coherence, promote lifelong learning, and encourage learner agency and engagement. The paper argues that CBE should be understood as a systemic educational framework rather than merely a teaching or assessment technique. Its effectiveness ultimately depends on coherent implementation, valid assessment, faculty engagement, learner support, and continuous institutional evaluation.
This study developed and implemented a design thinking-based glocal curriculum within an international joint short-term intensive learning environment for Asian graduate students, with the aim of empirically exploring how glocal competence is formed in international joint graduate education. The curriculum was systematically developed based on the ADDIE instructional design model and organized into five modules — covering global education and ODA, empathy-based problem definition, case and field exploration, and community-based problem solving — informed by analyses of international joint curriculum cases and learner needs. The curriculum was implemented over three days with 40 graduate students from five universities across four Asian countries. Its effectiveness was examined through pre- and postsurveys measuring glocal and design thinking competence, supplemented by reflective journal analysis. The results revealed significant improvements in community understanding, problem definition, idea generation, and testing competence, while perspective-taking and problem reframing through multinational collaboration were observed on an exploratory basis. These findings suggest that glocal competence may be cultivated through the structural interpretation of community-based educational issues and the exploration of actionable solutions, and that design thinking may function as an effective instructional design principle for organizing the collision and negotiation of perspectives among multinational learners in international higher education contexts.
Hyo-Jin Lee, Jisoo Lee, Yeonwoo Lee et al.· The Institute of Educational...· 0 citations
Abstract
This study aims to develop a Problem-Based Learning (PBL) model integrated with self-efficacy in Social Studies education to enhance the critical thinking skills of prospective elementary school teachers. The study is motivated by the demands of 21st-century education, which emphasize the mastery of critical thinking skills, while the learning process in higher education continues to be dominated by conventional approaches that have not optimally fostered students' analytical abilities and self-confidence. This research employed a Research and Development (R&D) method based on the Tjeerd Plomp development model using a mixed-methods approach. The participants consisted of 60 students enrolled in the Elementary School Teacher Education Program at Universitas Iskandar Muda. The research stages included preliminary investigation, design, construction, testing, evaluation, revision, and implementation. The findings indicate that the developed model met the criteria of validity, practicality, and effectiveness, as evidenced by expert validation and field implementation. The implementation of the model resulted in significant improvements in students' critical thinking skills, particularly in the aspects of analysis, evaluation, argumentation, and logical conclusion drawing. In addition, students' self-efficacy improved, especially in terms of confidence in completing academic tasks, perseverance in overcoming challenges, and active participation in the learning process. This study concludes that integrating self-efficacy into the Problem-Based Learning model provides an effective instructional innovation for preparing prospective elementary school teachers who are critical, reflective, and adaptable to the demands of 21st-century education.
Project Based Learning encourages students to engage in an active and contextual learning process, where they are faced with real problems that require solving. This study aims to analyze the effectiveness of the Project Based Learning (PjBL) model in optimizing critical thinking skills and collaborative abilities of fifth-grade students on the material "My Earth is Changing"? This study uses a qualitative approach with a phenomenological design to understand in depth how the implementation of the Project Based Learning (PjBL) model can optimize critical thinking skills and collaboration of fifth-grade students on the material "My Earth is Changing". The sample used was determined by purposive sampling consisting of teachers and students as respondents. Data collection techniques with interview and observation guidelines. Qualitative data validity tests include credibility tests (credibility), transferability (transfer value), dependability and confirmability. Data analysis was carried out using qualitative descriptive namely data reduction, data presentation and conclusions. The results showed that the implementation of the Project Based Learning (PjBL) model succeeded in improving critical thinking skills and collaboration skills of fifth-grade students at SD Negeri 23 Bandar Baru. Students were involved in a learning process that required them to analyze environmental issues, ask questions, and formulate solutions. This process trains them to think logically and critically when facing real-life problems.
