Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

Abstract

The phenomenon of changes in the world of work makes educational institutions need to find the right strategy for carrying out learning for their students. This study investigates the impact of the integrated curriculum on the world of work, learning experience, student competence, and learning interaction, with the variable of teaching strategy as mediation. This study uses a questionnaire approach on vocational secondary education with a sample of 100 students in East Java. The research method uses the structural equation model (SEM-PLS) approach to examine the use of the integrated curriculum in students related to aspects of learning experience, competence, and learning interaction. The study results explain that the integrated work curriculum positively and significantly affects the recognition of learning experiences, student competencies, and learning interactions. The moderation role of the teaching strategy contributes positively and significantly to strengthening the practice of the integrated work curriculum. Existing research shows the critical role of the integrated work curriculum in creating a learning ecosystem oriented to the needs of the world of work and the fulfilment of skilled workers.

Keywords

• Curriculum
• teaching strategies
• learning experience
• students’ competencies
• learning interaction
• Serafina Pastore, Università degli Studi di Bari Aldo Moro, Italy