Bachelor of Arts in English Curriculum: Reflections from 21st Century Learners

Abstract

The improvement and development of higher education curricula require the involvement of various stakeholders. However, the learners themselves play a vital role as the primary drivers of curriculum enhancement. As the ultimate recipients of educational products and services, their perspectives and feedback are crucial in ensuring that the curriculum meets their specific needs. Therefore, incorporating the voice of learners becomes an indispensable element in aligning the curriculum with their requirements and aspirations. This study aims to examine the curriculum structure of the Bachelor of Arts program in English Language, offered by the Faculty of Humanities and Social Sciences at Prince of Songkla University, Pattani Campus. The analysis focuses on aligning the curriculum with the educational requirements and preferences of 21st century learners. The study involves 90 students enrolled in the program, consisting of 47 third-year students and 43 fourth-year students who were also the internship students of the program. The research methodology utilizes three main data collection instruments: (1) structured questionnaires administered to the third-year and fourth-year students, (2) targeted questionnaires for internship students, and (3) semi-structured interviews conducted with internship students. The research findings indicate that the overall curriculum structure and core courses of the program align with the learners' needs to a high level. A curriculum designed for 21st century learners should embrace an active learning approach. It should incorporate courses and co-curricular activities that promote the use of the English language, offer students real-world work opportunities, and foster the development of both academic and professional skills. Furthermore, the study suggests the need to enhance the overall quality of the curriculum to align with the current circumstances and labor market demands.