A NARRATIVE SYNTHESIS OF QUALITATIVE STUDIES ON THE IMPLEMENTATION OF OUTCOME-BASED EDUCATION IN HIGHER EDUCATION SETTING

Abstract

A paradigm shift toward a new education system is being considered by many educational institutions, driven by job market demands to produce a labor force of resilient graduates prepared for real-world challenges. Outcome-Based Education (OBE) continually gained attention in the 21st century due to its student-centric approach focusing on culminating outcomes defined by the curriculum. This study analyzes 15 years of qualitative research on OBE in higher education settings, integrating a range of teachers’ perceptions across various programs. The Snellen Chart of the OBE model was developed to illustrate the triadic viewpoints of teachers in the implementation of OBE in the teaching-learning process: planning, instruction, and assessment, anchored in OBE’s four principles: clarity of focus, design down, expanded opportunity, and high expectations. The findings reveal the interrelationship between these principles and the teaching- learning process, highlighting gaps in the phases of OBE implementation. Findings suggest professional development and intensive training on OBE framework for higher education teachers which strengthens clarity of focus. Varying levels of acceptance and resistance to the adoption of the OBE system aligned with learning outcomes emphasizing design down principle. Furthermore, the study uncovers prevailing challenges in creating a conducive learning environment for learners, which hinders them from expanding opportunities. Finally, findings advocate for varied assessment methods to support high expectations. These findings foster profound knowledge of the advantages and challenges of the implementation of OBE providing educators, educational administrators, and stakeholders with a clear understanding of the needs for a successful implementation of the OBE system.