Professors' perspective on competency-based curriculum design and educational quality in a Peruvian university
DOI:
https://doi.org/10.35622/j.ti.2024.01.003Keywords:
educational quality, competency-based curriculum design, university teaching, higher educationAbstract
This study aimed to investigate the relationship between competency-based curriculum design and educational quality from the perspective of teachers at a Peruvian university during the year 2022. The study population consisted of 207 teachers, both permanent and contracted, from which a sample of 66 teachers from various professional schools of the university was selected. The approach was quantitative, basic research with a descriptive design and a non-experimental transactional level. Two questionnaires were used as data collection instruments: one for competency-based curriculum design, consisting of 18 items distributed across three dimensions, and another for educational quality, with 15 items also divided into three dimensions. Both questionnaires demonstrated adequate psychometric properties. By analyzing the data using Pearson's correlation index (R), a direct and significant relationship was found between competency-based curriculum design and educational quality from the perspective of the teachers at the Peruvian university in 2022 (p = .000). There is continuous evaluation and adaptation of university curricula to align with the competencies required in the labor market and the educational expectations of teachers. The correlation found suggests that teachers perceive an improvement in educational quality when competency-based curriculum designs are adopted.
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