Mataram — The English Education Study Program at the Faculty of Teacher Training and Education (FKIP), Universitas Mataram, organized a curriculum development workshop as part of its efforts to enhance the quality of teaching and learning and prepare the study program to respond to the increasingly dynamic demands of higher education. The workshop focused on aligning the curriculum with Outcome-Based Education (OBE), the Common European Framework of Reference for Languages (CEFR), and constructive alignment, as well as integrating research, community engagement, and teaching.

The workshop featured Prof. Emi Emilia, M.Ed., Ph.D. from Universitas Pendidikan Indonesia (UPI) and Dr. Nunik Sugesti, M.Hum. from Universitas Negeri Yogyakarta (UNY), and involved faculty leaders and lecturers from the English Education Study Program at FKIP Unram. The workshop also formed part of the curriculum finalization process and the development of more than 70 Semester Learning Plans (RPS), which are targeted for completion in 2026.

The Head of the English Education Study Program at FKIP Unram, Dr. Ahmad Zamzam, M.Hum., explained that the workshop was designed to strengthen the curriculum finalization process before its submission for approval at the university level. In addition to refining the curriculum documents, the workshop is expected to produce more measurable and aligned Semester Learning Plans (RPS) that clearly demonstrate the relationship between Program Learning Outcomes (CPL), Course Learning Outcomes (CPMK), teaching and learning processes, and assessment.

In his remarks, the Vice Dean for Academic Affairs of FKIP Unram, Prof. Dr. Saprizal Hadisaputra, M.Sc., emphasized that technological advancements have rapidly transformed civilization and the way people communicate. These changes require higher education institutions to continuously update their curricula to ensure they remain current, adaptive, comprehensive, and relevant.

According to him, Universitas Mataram's journey toward becoming an internationally competitive institution must be supported by a curriculum capable of responding to changing times, including through the stronger integration of digital technologies into teaching and learning. Therefore, curriculum development cannot be separated from technological transformation and the evolving competency needs of graduates.

Simplifying Learning Outcomes to Make Them Measurable and Meaningful

In the session entitled “Exploring the Direction of the Undergraduate English Education Curriculum,” Prof. Emi Emilia, M.Ed., Ph.D. emphasized the importance of integrating theoretical and practical knowledge in undergraduate education. Graduates of English Education are expected not only to demonstrate mastery of disciplinary knowledge but also to design effective learning experiences, uphold moral and ethical values, demonstrate 21st-century skills, conduct basic research, and continuously develop their professional competencies.

One of the key considerations in curriculum development is ensuring that the number of learning outcomes remains realistic and measurable. Prof. Emi explained that having too many Course Learning Outcomes (CPMK) can make it difficult for a study program to demonstrate their achievement by the end of the semester. Therefore, learning outcomes should be formulated as simply and concisely as possible without compromising the substance of the competencies to be achieved.

This principle becomes even more important in the context of international accreditation, as every formulated learning outcome must be demonstrable through the teaching and learning process and assessment. According to her, the curriculum should follow a simple principle: say what you do and do what you say.

The discussion also highlighted the need to consider sequencing, integration, and continuity in the development of Semester Learning Plans (RPS). Each course should be positioned within a curriculum structure that demonstrates the gradual development of students' competencies, progressing from the introductory stage to reinforcement and ultimately to mastery.

Reviewing CEFR Targets and Graduate Competencies

CEFR emerged as one of the key issues in the curriculum development discussion. The English Education Study Program at FKIP Unram targets C1-level English proficiency for its graduates, while some other higher education institutions adopt B2 as the target level for undergraduate programs.

This difference prompted reflection on the importance of setting targets that are both ambitious and realistic, as well as measurable, based on students' initial proficiency levels.

the stages of language proficiency development, as well as the support provided by courses within the curriculum.

Prof. Kamaludin Yusra, M.A., Ph.D. emphasized the need for alignment among the CEFR, the Indonesian National Qualifications Framework (KKNI), and the study program's Program Learning Outcomes (CPL). While the CEFR describes students' ability to use language, Level 6 of the KKNI requires bachelor's degree graduates to apply their expertise, utilize science and technology to solve problems, adapt to various situations, demonstrate mastery of theoretical concepts, and make decisions based on the analysis of information and data.

This alignment is essential to ensure that Program Learning Outcomes (CPL) are not merely administrative statements but genuinely reflect graduates' professional competencies, global communication skills, conceptual mastery, decision-making abilities, responsibility, creativity, independent learning, and career development.

AI and Digitalization as Part of the Learning Ecosystem

The advancement of artificial intelligence also received considerable attention during the workshop. In discussions on students' use of AI, the technology was viewed not merely as a tool but as part of the evolving landscape of knowledge and learning practices that needs to be critically integrated into the curriculum.

AI can be integrated, for example, into the development of critical thinking, research, and other skills. However, its use should be directed toward strengthening students' thinking processes rather than replacing their intellectual engagement.

Digitalization was also regarded as an important part of the transition toward technology-enhanced learning and university internationalization. Therefore, the curriculum needs to provide adequate opportunities for developing the digital competencies of both students and lecturers.

Semester Learning Plans (RPS) as a Key Instrument for OBE Implementation

In the following session, Dr. Nunik Sugesti, M.Hum. from Universitas Negeri Yogyakarta discussed the development of OBE-based Semester Learning Plans (RPS) through the use of project-based learning, problem-based learning, and the case method. She emphasized that the RPS is one of the key documents reviewed by assessors during the accreditation process, as it demonstrates how Program Learning Outcomes (CPL) are effectively translated into teaching and learning practices.

In the OBE approach, learning success is measured not merely by the content delivered by lecturers, but primarily by the performance and competencies that students can demonstrate at the end of the learning process. Therefore, the design process should begin with the intended learning outcomes, followed by the alignment of assessment, learning activities, course content, and evaluation.

This alignment is realized through the principle of constructive alignment, which establishes a systematic relationship among Program Learning Outcomes (CPL) at the study program level, Course Learning Outcomes (CPMK) at the course level, and Sub-Course Learning Outcomes (Sub-CPMK) at the instructional level. The CPL assigned to a particular course must be carefully analyzed and elaborated to ensure that it can be effectively implemented and measurably assessed throughout the learning process.

She also emphasized the principle of assessment for learning, which positions assessment as an integral part of the learning process rather than merely a tool for assigning grades at the end of the semester. Assessment should be conducted formatively and continuously, accompanied by constructive feedback and active student engagement.

Student-Centered Learning Should Not Be Uniformly Imposed

The workshop also discussed the implementation of student-centered learning through problem-based learning, project-based learning, and the case method. However, participants agreed that specific learning models should not be uniformly imposed across all courses.

The selection of teaching and learning methods should be tailored to the characteristics of each course, the intended learning outcomes, and students' needs. In problem-based learning, for example, the learning process begins with a real-world problem, followed by individual or collaborative inquiry, solution development, presentation, analysis, and reflection.

One of the challenges of student-centered learning is engaging students who have not yet developed strong motivation and learning autonomy. According to Nunik, learning can begin with relevant problems rather than merely with definitions, provide students with choices, incorporate AI in a purposeful manner, offer timely and specific feedback, and break large assignments into smaller, more manageable milestones.

Connecting Research, Community Engagement, and Teaching within an Integrated Academic Ecosystem

Another dimension strengthened during the workshop was the connection among research, community engagement, and teaching. Drs. I Made Sujana, M.A. raised a reflective question about the sustainability of research findings after publication: Are they integrated into teaching, translated into action within communities, or used to generate new research questions?

Through the concept of the Research–Community–Teaching Nexus (RCTN), these three domains are viewed as an integrated academic ecosystem that mutually reinforces one another. Research generates evidence, theories, methods, and data; teaching focuses on learning outcomes, learning processes, and assessment; while community engagement is grounded in community needs, practices, and local knowledge.

The integration of these three domains is expected to prevent the fragmentation of knowledge across research, the classroom, and the wider community. At a more advanced level, this relationship goes beyond simply applying existing knowledge; it creates reciprocal value and generates new knowledge through meaningful interactions between the university and the community.

Towards a Simpler, More Measurable, and Impactful Curriculum

As a follow-up, the English Education Study Program at FKIP Unram will review its Program Learning Outcomes (CPL), the contribution of each course, Course Learning Outcomes (CPMK), Sub-Course Learning Outcomes (Sub-CPMK), and course descriptions. This process will be based on seven Body of Knowledge domains: Educational Values and Graduate Attributes; English Language Systems and Skills; Linguistics and Applied Linguistics; Literature and Culture; English Language Teaching; Inquiry and Research; and Edupreneurship.

Each course description will also be designed to clearly articulate its objectives, essential content, teaching and learning methods, assessment, and expected outcomes. Simplification will be undertaken without compromising essential elements, while outdated course nomenclature may be modernized to better reflect current developments in the field and enhance relevance.

Through this development initiative, the English Education Study Program at FKIP Unram aims to establish a curriculum that not only meets academic and accreditation requirements but is also adaptive to digital transformation, aligned with national and international standards, and capable of connecting education, research, and community engagement within an integrated and impactful academic ecosystem.

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