Integrated Teaching in Higher Education From an Outcome-Based Education Approach: Theoretical Foundations and Directions for Application
Online First: 11/09/2026
Corressponding author's email:
phanquyen@hcmute.edu.vnDOI:
https://doi.org/10.54644/jte.2026.2090Keywords:
Integrated teaching, Outcome-Based Education, Higher education, Integrated Outcomes, Curriculum mappingAbstract
In the context of higher education reform in Vietnam, particularly under the impact of the digital era and Education 4.0, integrated teaching based on Outcome-Based Education (OBE) is considered a promising approach to enhancing learners’ comprehensive competencies. This study aims to establish a theoretical foundation and propose a design process for integrated teaching aligned with OBE in higher education. Using an integrative review approach, the study analyzes, synthesizes, and systematizes both international and domestic literature related to OBE, integrated teaching, and curriculum alignment, thereby identifying key theoretical foundations for developing the proposed model. Based on this, a modeling approach is employed to construct an integrated teaching design process that ensures alignment among learning outcomes, content, teaching methods, and assessment. The proposed design process consists of five stages: (1) identifying Integrated Outcomes (IOs); (2) designing integrated content (Plan); (3) implementing integrated teaching and learning activities (Do); (4) assessing learning outcomes based on the intended outcomes (Check); and (5) providing feedback and continuous improvement (Act). The results, at the level of analytical validation, initially suggest that the proposed process can support higher education institutions in innovating teaching practices, enhancing learner competencies, and meeting labor market demands.
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