Humanities education reform exploration and practice under outcomes-based education (OBE)

“Post-method” language education is a new trend in foreign language teaching after the “method era”. “Outcome-based Education (OBE)” is an important theory for students’ learning development because it is students-centered and focuses on students’ performance. Combining the Post-method teaching system, and based on the OBE concept, we aim to explore the reforms of college English in the Post-method teaching era. We discussed the characteristics of teachers and students under the concept of OBE and analyzed the ways to carry out OBE in college English teaching. We hope that it will go beyond the limitations of traditional Chinese college English teaching theory and practice and bring new insights into college English teaching reforms.
 
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This research aims to enhance students' learning outcomes and holistic development by integrating ideological and political education into visual detection and image processing courses within the framework of Outcome-Based Education (OBE). We introduce a three-in-one course objective design based on the OBE philosophy, focusing on knowledge dissemination, skill development,and quality standards. Our methodology employs a pyramid teaching approach, combining variousteaching methods and targeted objectives at different stages. To evaluate students' ideological andpolitical education outcomes, we have designed an assessment form aligned with the course's ideological and political objectives. Additionally, we highlight the contributions of scholars and educational institutions in integrating ideological and political education into technical courses. Emphasizing the pyramid teaching approach as a valuable teaching tool, we outline different teaching methods and objectives for each stage. Lastly, we summarize the achievements of this study in terms ofstudent awards, academic accomplishments, and educational reforms. This research offers an innovativeapproach to engineering education by merging technical expertise with ideological and political education under the OBE framework, ultimately enhancing students' overall learning experiences and ethical development while providing practical solutions to enhance the quality of engineering education.

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

This study is motivated by issues in conventional learning, which remains input-based and is often considered less objective in evaluating student learning outcomes. The Outcome-Based Education (OBE) approach is viewed as a relevant alternative to replace traditional assessment models, particularly through the use of structured and measurable rubrics. This research employs a qualitative approach with a library research design and content analysis technique to examine related literature. The findings indicate that OBE enhances educational quality by emphasizing concrete learning outcomes that align with contemporary needs and promote more flexible, active, and innovative learning. This approach can be implemented across all levels of education, including primary education, with rubrics serving as objective evaluation tools. The study affirms that rubrics within the OBE framework are highly applicable to the Akidah Akhlak subject in Madrasah Ibtidaiyah, as they enable more structured and fair assessment of students’ affective domains. The implication is that implementing OBE from early education opens opportunities for learning evaluation that balances both process and outcome orientation. Furthermore, the study recommends further research to explore practical implementation and the contextual assessment of student character using more applicable instruments.

Outcome-based education (OBE) represents a paradigm shift in educational practices, emphasizing the achievements and competencies learners should demonstrate upon completion of a learning experience.By inherently aligning the educational system with specific learning outcomes, OBE enables educators to personalize and adapt instruction to meet diverse student needs.The integration of Extended Reality (XR) technologiesencompassing Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)presents an innovative avenue to enhance learning experiences within this framework.Through systematic literature approach, this paper explores the principles underpinning OBE, the challenges inherent in its implementation alongside XR technologies, and the transformative outcomes in higher education.This paper aimed to help instructors to understand how they can embrace OBE into practical action by integrating XR.This could guide the instructors in their course planning, including teaching and assessment planning.This paper does not attempt to be a complete guide on OBE, rather it introduces some initiatives on how XR technology could support OBE. single lines pacing.The incorporation of Extended Reality within an Outcome-Based Education framework has the potential to revolutionize learning experiences in higher education.By explaining the principles of OBE, addressing implementation challenges, and recognizing the transformative outcomes of this integration, educators can create immersive learning environments that not only cater to diverse learners but also prepare them for real-world challenges.

Against the backdrop of high-quality development in vocational education, the teaching quality of labor education in vocational undergraduate programs has become an important indicator for evaluating institutional performance and student development outcomes. Grounded in the concept of Outcomes-Based Education (OBE), this study takes vocational undergraduate education in Guangdong Province as its research context and constructs a learning outcome–oriented framework for evaluating the teaching quality of labor education. Through theoretical analysis and practical exploration, the study elucidates the intrinsic alignment between the OBE concept and labor education in terms of goal orientation, process management, and result evaluation, and proposes a quality evaluation pathway centered on "goal setting–process implementation–result feedback–continuous improvement." The findings reveal that the OBE framework effectively integrates value cultivation and skill development in labor education, thereby promoting a more scientific and dynamic approach to quality evaluation. Theoretically, the study reconstructs the logical framework of labor education quality assessment, while practically, it provides an operable model and policy reference for vocational undergraduate institutions and educational authorities. Future research may incorporate learning analytics and intelligent assessment technologies to further advance the digital and intelligent transformation of labor education in vocational undergraduate programs.

Introducing outcome-based education in obstetrics and gynaecology training: Perspectives of trainees and trainers.

The emergence of the Learning Management System (LMS) has significantly enhanced the teaching and learning process by centralising the management, organisation, delivery, and reporting of educational content and student outcomes. Moving towards outcome-based education (OBE), a LMS that is capable of supporting the delivery of OBE courses can facilitate more effective engagement with students, thereby improving students' learning outcomes and accelerating the process of continuous quality improvement. However, there is no well-rounded LMS framework for supporting the implementation of the OBE learning process to the best of our knowledge. Therefore, the objective of this paper is to investigate how well the OBE elements are integrated into the LMS framework and what research gaps exist at the delivery and assessment stages of the OBE course in the context of an LMS. The methodology entails a review of related works on LMS in terms of user management and administration, pedagogy style, usability and learning outcomes, support for learner behaviours and actions, design specification, clear and user-friendly graphical interface, course schedule creation, course administration capability, course content creation tools, rich content types, well-designed course repository, a student's profile, assessment, score, and transcript, learning and instructional design, the ability of users to interact, collaborate, evaluate, and provide feedback, reporting, technical specification and support, and finally, security. A selection of articles is analysed to identify areas for further investigation as well as the limitations of the current LMS. In summary, the findings indicate that none of the currently available LMSs effectively support and capture OBE knowledge during the delivery and assessment stages. As a result, the outcomes are unfavourable and conform to OBE requirements. Additionally, one of the significant challenges that must be addressed is designing and developing the ideal OBE-based LMS to close the gap.

Against the backdrop of the rapid development of the mobile Internet industry, the demand for mobile application development talents has surged, imposing higher requirements on the quality of talent cultivation in vocational education. The construction of "Double high plan" (National Plan for High-Level Vocational Education) is an important measure to train technical and skilled talents, improve the quality of higher vocational education, and promote reform and innovation in higher vocational education. Against the further promotion of the "post-course-competition-certificate integration" model in vocational education, it is necessary to break through the limitations of traditional teaching. Taking the course "Mobile Application Development Comprehensive Practice" as the research object, this study constructs a blended learning system guided by the Outcome-Based Education (OBE) framework, and integrates digital resources that conform to WorldSkills Competition standards and industry demands.First, the study analyzes the background and challenges of mobile application development talent cultivation, then designs the core structure of the OBE framework for the course. And it elaborates on the implementation of blended learning and quality assurance mechanisms.After a semester of teaching practice, results show that this system significantly improves students' learning enthusiasm and professional capabilities: students have won awards in competitions such as the World Vocational College Skills Competition (WVCSC) and the BRICS Skills Competition. This study provides replicable and promotable experience for the reform of blended learning and digital resource construction in computer-related vocational courses.

Implementation of Outcomes Based Education (OBE) is compulsory requirement by Malaysian Qualifications Agency as importance criteria to give accreditation for campuses in Malaysia. OBE is a philosophy in education that more focused on output of learning outcomes rather than input, it is involved Course Learning Outcomes (CLO) and Program Learning Outcomes (PLO) as a component in OBE, measurement of the attainment of these components are crucial part to analyze related to implement OBE. Universiti Kuala Lumpur (UniKL) has been adopting OBE since 2009 but haven't the automation system to measure the CLO and PLO attainment. This paper describe the functional modules of Learning Outcomes Attainment Measurement System (LOAMS) model which helping UniKL to measure the learning outcomes attainment. Explanation in this paper involves a few figure and models, review the system performance based on the features, and provides system ability exploration using systematic flow chart.

This paper evaluates the implementation of the Case-Based Learning Model (CBM) in the Electromagnetic Field course under the Outcome-Based Education (OBE) approach in the undergraduate Electrical Engineering program at Universitas Andalas (Unand). CBM, involving students in case analysis, is integrated into OBE to achieve desired learning outcomes. Evaluation is conducted through attendance, mid-term exams (UTS), final exams (UAS), and case study reports. The analysis of student grades shows satisfactory class performance but with significant variability. Improvement focus is recommended on enhancing conceptual understanding, especially prior to UTS and UAS. By focusing on strengthening conceptual understanding and intervening with low-performing students, this model can continue to enhance the quality of learning in the Electromagnetic Field course. This evaluation provides in-depth insights into individual achievements and class dynamics overall. In conclusion, the implementation of CBM in Electromagnetic Field within the OBE framework provides opportunities to produce graduates with relevant theoretical knowledge and practical skills.

nation since it equips youth with the skills and technological competence they require. Conversely, OBE ensures that education is goal-oriented, fostering innovation, competency, and flexibility—all of which are critical to driving the country's progress. OBE lays a strong focus on learning outcomes that closely relate to real-life applications, unlike the conventional teaching methods, which are often teacher-centred, curriculum-focused, and lecture-based. Information is largely transferred from teacher to student in conventional learning, which conveys knowledge or skills without any specific context. This process restricts its practicality by creating a learning vacuum. The traditional schools of education are increasingly under fire for failing to merge scholastic study with the needs of the work environment in a dynamic employment arena that demands varied skills and capabilities. Since their scholastic training does not meet the demands of the skills required in the workplace, a lot of graduate’s struggles to get employed. One method to bridge this gap is using OBE, which focuses on the acquisition of specific, industry-specific skills and competencies. OBE reinforces employability and prepares students to make contributions with immediacy by ensuring graduates acquire skills to address employers' expectations. This study investigates how Outcome-Based Education (OBE) improves the employability of graduates in management through bridging this gap between theoretical learning and the needs of the industry. It discusses the effect of OBE on the development of skills, highlighting the significance of effective assessment techniques, faculty development programs, and ongoing curriculum improvement. OBE is a vital tool for training management graduates for competitive and dynamic job markets as it incorporates practical applications and encourages a learner-focused approach. The research recommendations for increasing OBE adoption in learning institutions guarantee a lasting, industry-driven learning framework that enhances graduates' long-term employment opportunities.

Foundation and Application of Microcontroller (FAoM), a theoretically and practically important specialized course for automation majors, is interdisciplinary and has a wide range of instructional content. Conventional teaching methods center on the needs of teachers but do not prioritize fostering practical skills and innovation capacity. This split focus tends to neglect the achievement of learning outcomes and causes deficiency in practice ability. Therefore, instructional reform oriented toward outcome-based education (OBE) was proposed in this study to promote endogenous motivation to learn and enhance effectiveness and flexibility in practical teaching by subdividing instructional objectives, rearranging instructional contents, conducting modularized teaching, and formulating typical tasks. To evaluate the performance of the instructional reform based on OBE, students were engaged to develop a temperature measurement system with knowledge they learned by using software Keil, Proteus, and Altium. Statistics show that the proposed methodology exceeds the traditional method of teaching in all six evaluation indexes, achieving the student-centered curriculum objective. The implementation of the reform on FAoM is of considerable importance for students. They benefit from immersive teaching, broadening their minds and cultivating their capacity to address practical engineering problems.

Based on the concept of OBE (Outcome Based Education), the ideological and political teaching reform of the " Engineering Project Management" course was explored under the background of electrical engineering and automation specialty in this study. Centering on the requirements of engineering education accreditation and in combination with the characteristics of this specialty, the learning outcomes of the courses were clarified, and the ideological and political elements were integrated into the PMBOK (Project Management Body of Knowledge). It included teaching links such as project integration management, scope management, time management, cost management, quality management, human resource management, communication management, risk management and procurement management, thereby cultivating the engineering ethics, social responsibility and craftsmanship spirit of students. By optimizing teaching content, adopting innovative teaching methods (e.g., case-based teaching and immersive case analysis), and improving a diversified evaluation system, the coordinated development of knowledge imparting and value guidance can be achieved. This study provided a valuable reference for cultivating electrical engineering talents with both moral integrity and professional competence through teaching reform exploration.

In past research we 1 have demonstrated how methodologies used in the training of performers can both encourage whole-brain learning and answer to the demands of South Africa’s current educational paradigm, outcomes-based education (OBE). OBE is a needs-driven, outcomes-driven and competency-orientated pedagogy, which aims at incorporating learners as active agents within the learning process as opposed to the previous content-driven, teacher-orientated approach to education (Coetzee 2004). Our research was prompted by the constant need for our Drama departments to validate their existence in the light of changing funding structures for the arts, governmental and institutional demands for measured outcomes and our institutions’ emphasis on wholebrain learning as the preferred pedagogical approach to education and training. We explored the ways in which the changes in the South African educational dispensation impact on the work of educators within a Drama department in the Higher Education and Training band (HET) in South Africa. These changes include a focus on competencies and critical outcomes across learning areas and across the qualification bands identified by the new National Qualifications Framework. In our search for ways in which to implement the critical outcomes 2 demanded by the OBE framework, we turned to Herrmann’s argument (1995) that optimal, deep structure learning can only take place when whole-brain modes are operative. Our investigations were supported by research undertaken by De Boer, Steyn and Du Toit (2001:192) in which they indicated compatibility between the processes associated with each of the four modalities that constitute whole-brain learning and the processes associated with reaching OBE’s critical outcomes as demonstrated in Table 1 on the next page.