Assessing 21st Century Competencies: A Two-Case Study on Curriculum Analytics to Inform Continuous Improvement in Higher Education

Oct 17, 2026

Competency-based education (CBE) increases the demand for well-defined metrics and assessment frameworks to evaluate 21st-century competencies. Curriculum analytics (CA) offers a pathway for assessing learning outcomes and supporting continuous improvement in higher education. Key difficulties remain in separating academic performance from genuine learning-outcome development and converting assessment results into actionable program-level decisions. This study investigates how CA tools enable direct learning-outcome assessment and inform improvement processes through two-university case studies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Notes for Practice

Keywords

Introduction

Competency-based education and 21st-century competencies

Learning outcomes and institutional alignment

Volume 13(1), 57–73 . [https://doi.org/10.18608/jla.2026.9131](https://doi.org/10.18608/jla.2026.9131) Assessing 21st Century Competencies: A Two-Case Study on Curriculum Analytics to Inform Continuous Improvement in Higher Education Mónica Hernández-Campos1 , Isabel Hilliger2 and Francisco José García-Peñalvo3 Abstract The growing emphasis on competency-based education (CBE) has heightened the need for clearly defined metricsand robust assessment frameworks to evaluate 21st-century competencies. Curriculum analytics (CA) provides a promising avenue for assessing learning outcomes (LOs) and informing continuous improvement in higher education. However, challenges persist in differentiating academic performance from actual LO development and in translating assessment data into meaningful program-level actions. This study examines how CA tools support the direct assessment of LOs and contribute to continuous improvement processes in higher education. Using a twocase study design, we analyzed CA implementation in two universities through interviews, cognitive walkthroughs, and institutional document analysis. Data triangulation identified 18 themes, nine of which reached full consensus among the three researchers. Findings indicate that CA tools effectively support the assessment of LOs aligned with 21st-century competencies by generating actionable insights that guide faculty toward more authentic and reflective teaching practices. The study contributes to the LA field by providing empirical evidence of how CA tools can bridge assessment and pedagogical improvement, offering both theoretical and practical implications for researchers and practitioners. | Notes for Practice
• Competency-based education has become increasingly important, particularly for developing 21stcentury competencies such as communication and critical thinking.
• Curriculum analytics plays a critical role by enabling the assessment of learning outcomes associated with 21st-century competencies.
• This study addresses a key gap in the literature by showing how curriculum analytics supports the assessment of specific learning outcomes and strengthens continuous improvement processes. | | --- | | Keywords: 21st century competencies , curriculum analytics , learning outcomes assessment , actionable insights , higher education
Submitted: 10/06/2025—Accepted: 24/11/2025—Published: 15/03/2026 | [Corresponding author](Corresponding author1Email: mohernandez@itcr.ac.cr Address: Centro de Desarrollo Acad)[1](Corresponding author1Email: mohernandez@itcr.ac.cr Address: Centro de Desarrollo Acad)[Email:](Corresponding author1Email: mohernandez@itcr.ac.cr Address: Centro de Desarrollo Acad)[ ](Corresponding author1Email: mohernandez@itcr.ac.cr Address: Centro de Desarrollo Acad)[mohernandez@itcr.ac.c](Corresponding author1Email: mohernandez@itcr.ac.cr Address: Centro de Desarrollo Acad)[r](Corresponding author1Email: mohernandez@itcr.ac.cr Address: Centro de Desarrollo Acad)[ Address: Centro de Desarrollo Acad](Corresponding author1Email: mohernandez@itcr.ac.cr Address: Centro de Desarrollo Acad)émico (CEDA), Instituto Tecnológico de Costa Rica, Edificio B5, Campus Tecnológico Central Cartago, Cartago, Cartago, Calle 15, Avenida 14, Costa Rica. ORCID iD: [https://orcid.org/0000-0002-](https://orcid.org/0000-0002-)[ ](https://orcid.org/0000-0002-)[3679-0679](3679-0679) 2Email: [ihillige@uc.c](ihillige@uc.cl)[l](ihillige@uc.cl) Address: Pontificia Universidad Católica de Chile, Campus San Joaquín, Av. Vicuña Mackenna 4860, Macul, Santiago, Chile. ORCID iD: [https://orcid.org/0000-0001-5270-7655](https://orcid.org/0000-0001-5270-7655) 3Email: [fgarcia@usal.es](fgarcia@usal.es) Address: Departamento de Informática y Automática, Facultad de Ciencias, Instituto Universitario de Ciencias de la Educación (IUCE), Universidad de Salamanca, Plaza de los Caídos s/n, 37008 Salamanca, España. ORCID iD: [https://orcid.org/0000-0001-](https://orcid.org/0000-00

FAQs

What problem does the study address in competency-based education assessment?

The study focuses on the need for clear metrics and robust assessment frameworks to evaluate 21st-century competencies, while highlighting challenges in linking academic performance to real learning-outcome development and translating assessment data into program actions.

How do curriculum analytics tools support learning-outcome assessment?

The study examines how CA tools support direct assessment of learning outcomes aligned with 21st-century competencies by producing actionable insights for continuous improvement in higher education teaching practices.

What research method is used to analyze curriculum analytics implementation?

A two-case study design is used, analyzing CA implementation in two universities via interviews, cognitive walkthroughs, and institutional document analysis, with data triangulation to identify themes.

Oct 17, 2026

Uploaded by Maya Linwood