Assessing curriculum integration in higher education through academics, undergraduates and employers’ feedback: the case of some countries from six continents

Illahibaccus-Sona, Shaima Banu and Abdullah, Mohammad Ridhuan (2025) Assessing curriculum integration in higher education through academics, undergraduates and employers’ feedback: the case of some countries from six continents. Quality Assurance in Education, 33 (1). pp. 140-166. ISSN 0968-4883 E-ISSN 1758-7662

	PDF - Published Version Restricted to Repository staff only Download (1MB) | Request a copy
	PDF (SCOPUS) - Published Version Restricted to Repository staff only Download (177kB) | Request a copy

Abstract

Purpose – This study aims to investigate the critical role of Curriculum Integration (CI) in higher education, addressing global concerns about university graduates’ readiness for the workforce. It explores the perspectives of undergraduates, academics and employers on CI across Asia, Africa, North America, South America, Europe and Australia. Design/methodology/approach – Using a mixed-method approach, the research combines quantitative surveys with qualitative interviews to comprehensively analyze CI’s impact. Data analysis involved SPSS and thematic methods, ensuring validity through triangulation, member checking, pilot testing and sensitivity analysis. Ethical considerations included informed consent and confidentiality. Findings – The study uncovers significant regional disparities in CI awareness and implementation, particularly between developed and developing regions. While CI’s benefits for holistic learning are widely acknowledged, few academics actively use it, citing barriers like time, funding and institutional resistance. Employers strongly support CI, highlighting its value in enhancing graduate employability skills, though regional differences demand localized approaches. Undergraduates prefer CI for its interactive, practical nature. The findings call for targeted faculty development and regional strategies to increase CI adoption, ultimately improving graduate employability. Originality/value – This global study provides a replicable framework for evaluating interdisciplinary educational reforms. By comparing CI’s impact across diverse systems, it offers a model applicable to other pedagogical approaches, notably project-based or competency-based education, underscoring the importance of region-specific strategies in educational reforms

Item Type:	Article (Journal)
Uncontrolled Keywords:	Curriculum integration, Graduates work readiness, Academics, Undergraduates, Employers, Market demands
Subjects:	L Education > LB Theory and practice of education > LB2361 Curriculum
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education Kulliyyah of Education > Department of Curriculum & Instruction
Depositing User:	Dr Mohamad Ridhuan Abdullah
Date Deposited:	21 Jan 2025 10:14
Last Modified:	21 Jan 2025 10:14
URI:	http://irep.iium.edu.my/id/eprint/118531

Actions (login required)

View Item