Developing a Stakeholder-Informed Competency-Based Curriculum: A Structural Alignment Model in Teacher Education

Abstract

This study aims to develop a program-level structural alignment model by integrating stakeholder analysis, Outcome-Based Education (OBE), and quality assurance mechanisms within the AUN-QA framework to address misalignments among learning outcomes, course structures, and assessment systems. The research uses a higher education music teacher education program as an empirical case to develop and examine the proposed model. A sequential mixed-methods design was adopted, involving data collection from 82 stakeholders and a systematic analysis of existing curriculum documents. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through content analysis. The findings reveal a discernible gap between stakeholders’ competency expectations and the program’s perceived attainment levels, indicating structural misalignment at the program level rather than isolated deficiencies at the course level. Based on these findings, an integrated competency framework was synthesized, and a structural model was developed to translate stakeholder expectations into measurable program learning outcomes, coherent course mapping, and evidence-based assessment practices. The study argues that stakeholder-informed alignment can function as a structural governance mechanism for curriculum design by systematically linking curriculum architecture with quality assurance processes. The findings contribute to program-level curriculum theory by demonstrating how contextual responsiveness and standards-based legitimacy can be integrated within teacher education.