ALIGNING TEACHING METHODS WITH LEARNING OUTCOMES: LECTURERS’ PERCEPTIONS AND PRACTICES IN A VIETNAMESE UNIVERSITY CONTEXT

Abstract

This study investigates the extent to which teaching methods are aligned with learning outcomes in a Vietnamese public university, focusing on lecturers’ understanding and implementation of constructive alignment. Using a mixed-methods approach, the study analyzed 340 course syllabi through content analysis and surveyed 264 lecturers using a structured Likert-scale questionnaire. Results show that while lecturers demonstrate general awareness of learning outcomes, many lack the pedagogical training necessary to operationalize them effectively. Teaching methods were often selected based on convenience or institutional norms rather than alignment with outcome levels. More active or constructivist methods, such as project-based learning or inquiry-based strategies, were used infrequently, and alignment planning tools were often absent. Structural challenges such as large class sizes and high workloads further constrained innovation. The study concludes by recommending targeted training modules, alignment mapping tools, and institutional incentives to foster more meaningful outcome-based practices across departments.