Conceptual Framework for Developing an Integrated Higher Education Curriculum: A Study of the Curriculum Design Course for Educational Technology Students

Abstract

Higher education curriculum development is often focused on organizing courses and learning materials, resulting in limited integration among educational policies, institutional goals, graduate competencies, learning outcomes, and instructional implementation. This study aimed to develop an integrated conceptual framework for higher education curriculum development through the Curriculum Design Course for Educational Technology students. The study employed an Educational Design Research (EDR) approach consisting of three phases: analysis and exploration, design and construction, and evaluation and reflection. Data were collected through expert validation, student questionnaires, observations, and documentation. The findings resulted in an integrated conceptual framework that links educational policies, institutional vision, faculty roles, disciplinary knowledge, professional competencies, curriculum components, and learning design processes. Expert validation indicated a validity score of 92.0%, while student responses reached 94.3%, demonstrating high practicality and acceptance. The framework supports students in understanding the interrelationships among curriculum elements and facilitates systematic curriculum design practices. Therefore, the developed framework is considered valid, practical, and suitable as a learning resource in the Curriculum Design Course as well as a reference for integrated curriculum development in higher education.