Investigating the Integration of the OBE Concept into Teaching Quality Evaluation in Higher Education: A Teacher Perspective_Vol. 3 No. 1 (JHET 2026)_Journal of Higher Education Teaching (ISSN: 3005-5776)

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Investigating the Integration of the OBE Concept into Teaching Quality Evaluation in Higher Education: A Teacher Perspective

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DOI: https://doi.org/10.62517/jhet.202615130

Author(s)

Li Wang1,2, Hui Shi1,2, Bujinlkham Ts2,*

Affiliation(s)

1Guangzhou Huashang College, Guangzhou, Guangdong, China 2Graduate University of Mongolia, Ulaanbaatar, Mongolia *Corresponding Author

Abstract

Outcome-Based Education (OBE) has become a key orientation for enhancing teaching quality and accountability in higher education. However, significant differences remain among universities in the extent to which the OBE concept is integrated into teaching quality evaluation systems and in how it relates to factors such as goal attainment, instructional design, assessment feedback, and resource support. From the teachers’ perspective, this study explores practical pathways for integrating OBE into teaching quality evaluation, using Guangzhou Huashang College as a case. Based on 300 valid questionnaire responses, the study develops a seven-dimensional framework covering teachers’ understanding of OBE (H), perceptions of the teaching quality evaluation system (J), the setting and attainment of teaching objectives (K), instructional design and teaching process (L), evaluation and feedback on teaching outcomes (M), teaching resources and support (N), and overall teaching quality evaluation (P). Drawing on the empirical evidence, the paper proposes targeted improvement strategies: strengthening teachers’ capacity building and professional learning communities, improving constructive alignment among outcomes, teaching, and assessment, establishing institutionalized feedback mechanisms for continuous improvement, and optimizing resource allocation to support outcome-oriented instructional design.

Keywords

Outcome-Based Education (OBE); Teaching Quality Evaluation; Teacher Perspective; Goal Attainment; Instructional Design; Assessment and Feedback; Resource Support

References

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