Curriculum Development in Various Countries at The University Level: Recommendations and Solutions

Abstract

This study is a Systematic Literature Review (SLR) that examines the development of higher education curricula in various countries during the 2015-2025 period. Using the PRISMA 2020 guidelines, 52 articles from the Scopus, Web of Science, and ERIC databases were systematically analyzed. The objectives of this study are: (1) to identify trends and models of curriculum reform in various countries; (2) to analyze the challenges of implementing competency-based curricula (CBC) and learning outcomes-based curricula (OBE); (3) to examine policy responses to the industrial revolution 4.0 and Society 5.0; and (4) to formulate strategic recommendations and solutions. The results of the study indicate that there are five main models of global higher education curriculum reform: (a) Outcome-Based Education (OBE) which is dominant in Asia and North America; (b) cross-disciplinary competency-based curriculum in Europe; (c) industry-integrated curriculum (Work-Integrated Learning) in Australia and Canada; (d) research-based curriculum in Northern European universities; and (e) digital-transformative curriculum post-COVID-19 pandemic globally. Three critical challenges identified include: the implementation gap between policy and practice, faculty resistance to change, and the disparity in technological resources across countries. This article offers five evidence-based recommendations to improve the quality and relevance of higher education curricula globally.