Competency-Based Instructional Design and Digital Utilization for CCMAS Implementation Among Business Educators in South-South Nigeria

Abstract

This paper investigates competency-based instructional design and digital utilization for Core Curriculum and Minimum Academic Standards (CCMAS) implementation among business educators in South-South Nigeria. The study formulated three specific objectives and corresponding research questions and tested three null hypotheses. A correlational survey design was employed, involving a census of 158 business educators. Data were collected through a structured questionnaire. The findings reveal a moderate positive correlation between competency-based learning outcomes and the utilization of digital instructional resources, indicating an association between clear competency goals and digital resource adoption]. Additionally, a positive relationship was found between competency-based learning activities and the use of digital interactive and collaborative tools, suggesting an association between participatory pedagogies and technology integration. Furthermore, a moderate positive relationship was observed between competency-based assessments and digital assessment tools, indicating an association between competency-based assessment practices and the use of digital assessment tools. The study concludes that the successful implementation of CCMAS may be supported by integrating competency-based instructional design with purposeful digital technology utilization, recommending that universities provide adequate digital infrastructure and ongoing professional development for educators.