INTERNAL FACTORS INFLUENCING CURRICULUM TRANSFORMATION IN HIGHER ENGINEERING EDUCATION

Abstract

In many countries in the world, there is growing scholarly interest in higher education curriculum transformation. However, there is a lack of clarity and consensus on the factors, e.g. enablers and inhibitors, which influence curriculum transformation. The aim of this study was to explore factors influencing curriculum transformation in higher engineering education, according to the views of higher education faculty, programme leaders, and departmental heads. The study drew on the qualitative research approach, using data from an international hybrid workshop. Data were analysed using thematic analysis. The findings revealed eight key factors identified as influencing curriculum transformation: conceptual clarity in curriculum transformation; urgency and need for rapid transformation in a changing landscape; curriculum adaptability and epistemological access; resource constraints; stakeholder engagement, diversity and inclusion; bureaucratic inefficiencies and slow decision making; higher education leadership; and professional development. By fostering an adaptive and forward-thinking approach, higher education can overcome systemic barriers and create inclusive, responsive, and future-oriented learning environments that prepare engineering students to navigate complex global challenges.