The stability and acceptance of the “system of competency‐based curriculum design” framework: Perspectives of teachers

Abstract

The “System of Competency‐Based Curriculum Design” (SCCD) framework was developed to meet the requirement for reform in competency‐based education and overcome the limitations of Understanding by Design (UbD). This comprehensive framework, incorporating knowledge, skills, attitudes, and values, aligns with competency ingredients as defined by the Organisation for Economic Cooperation and Development (OECD) and integrates diverse curriculum theories. It provides educators with clear steps and empowers them to make iterative calibration while designing units/courses, ensuring a dynamic and responsive approach to curriculum development. To assess the stability and acceptance of the SCCD framework, a research instrument was developed, encompassing five stability subscales with a total of 25 items and an additional acceptance subscale featuring five items. A total of 455 participants who participated in SCCD training workshops were involved in the study. The research outcomes affirm the robustness of its theoretical foundation. Additionally, the unequivocal endorsement of its concept by teachers from diverse backgrounds serves as further validation of its integrity. The study concludes with recommendations derived from the obtained results.