Aligning Curriculum Design with Vocational Skills Development: A Competency-Based Approach
DOI:
https://doi.org/10.47654/v29y2025i3p127-160Keywords:
Competency-Based Curriculum, Vocational Skills Development, Student Learning Engagement, Perceived Skill Relevance, Institutional SupportAbstract
Purpose: This study examines the impact of competency-based curriculum design on the learning of vocational skills, with student learning engagement and perceived skill relevance mediating and institutional support moderating. The study aims to contribute empirical evidence to the impact of well-designed competency-based learning on students' skills acquisition and employability.
Design/Methodology/Approach: A quantitative approach was employed, and data were collected from 224 vocational education students. Standardized scales were adapted from previous research, and data analysis was performed using SmartPLS 4.0. Partial least squares structural equation modeling (PLS-SEM) was applied to test construct reliability, validity, and hypothesized relationships.
Findings: The results show that competency-based curriculum design has a significant and positive effect on vocational skills development. Student learning engagement and perceived skill relevance were found to be significant mediators of this relationship, highlighting their central role in driving effective skills acquisition. Moreover, institutional support significantly moderated the primary relationship, strengthening the positive impact of competency-based curriculum design when resources, infrastructure, and guidance were adequately provided.
Practical implications: The findings provide actionable insights for curriculum designers, vocational educators, and policymakers by emphasizing the importance of aligning curricula with industry demands, enhancing student engagement strategies, and providing sufficient institutional support to maximize skill development outcomes.
Research limitations/implications: The study was conducted on a sample of 224 students in a specific vocational context, which may limit generalizability. Future studies could explore longitudinal designs, cross-cultural comparisons, and sector-specific vocational streams to deepen theoretical and empirical insights.
Originality/value: This research contributes to vocational education and curriculum design literature by simultaneously examining the mediating effects of student engagement and perceived skill relevance alongside the moderating role of institutional support. This simultaneous investigation of mediating and moderating factors offers a novel and integrated perspective rarely addressed in prior research. This research aligns with the domain of Decision Sciences by offering evidence-based insights that support decision-making processes in curriculum design, institutional policy, and workforce development.
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