Problematizing constructive alignment in higher education in gulf cooperation council countries

Abstract

Constructive alignment (CA) has developed into one of the most significant concepts in higher education since its establishment in the late 1990s. CA is a powerful instrument for curriculum design that aligns learning outcomes with teaching and learning activities and assessments to enhance the quality of students’ learning. In this conceptual study, Foucault’s concept of problematization is used as the theoretical framework to explain how and why CA has become a powerful approach for curriculum design dominantly used in higher education worldwide. The discussion focuses on three main blind spots of the CA: pedagogical hegemony, implementation fidelity, and policy enactment. The study closes by offering concluding thoughts and identifying new agendas for research.