Curriculum Development of the Bachelor of Arts Program in Chinese at Nakhon Ratchasima Rajabhat University (2027) Based on Program Learning Outcomes Informed by Employers and Stakeholders

Abstract

This study aimed to develop the Bachelor of Arts Program in Chinese at Nakhon Ratchasima Rajabhat University (Revised Curriculum B.E. 2570 [2027]) based on the principles of Outcome-Based Education (OBE) in order to align with the Thailand Qualifications Framework for Higher Education (TQF: HEd) and the ASEAN University Network Quality Assurance (AUN-QA) framework. The objectives were to: (1) investigate the needs and expectations of graduate employers and stakeholders regarding graduate competencies; (2) formulate Program Learning Outcomes (PLOs) based on empirical evidence; and (3) develop a curriculum development model that links learning outcomes with labor market demands and local contextual needs. A mixed-methods research design was employed. Quantitative data were collected from 140 purposively selected participants, including graduate employers, representatives from public and private organizations, tourism and industrial enterprises, alumni, and current students, using a five-point Likert-scale questionnaire. Qualitative data were gathered through semi-structured interviews with 15 key informants. The data were analyzed using descriptive statistics and content analysis.

          The findings revealed that all stakeholder groups expressed high to very high expectations regarding graduate competencies. The highest-rated competency was ethics, morality, and professional responsibility (Mean = 4.70), followed by digital and artificial intelligence (AI) competencies (Mean = 4.56) and soft skills (Mean = 4.55). Qualitative findings further emphasized the importance of practical competencies, soft skills, the ethical use of technology, and authentic workplace experience. The results indicate that the revised curriculum should adopt competency-based Program Learning Outcomes that integrate professional competencies, soft skills, digital and AI literacy, ethical responsibility, and Work Integrated Learning (WIL) in order to enhance curriculum quality and ensure alignment with TQF: HEd and AUN-QA requirements.