The Design and Implementation of a Results-Based Curriculum in Higher Education in Mongolia

Abstract

Mongolia aims to develop a system for training highly skilled professionals and specialists to meet the demands of both domestic and international labor markets by implementing results-based education standards and methodologies. To address challenges in engineering education, the adoption of CDIO (Conceive-Design-Implement-Operate) standards is necessary for curriculum improvement and content reform. This study examines the globally recognized CDIO framework as an advanced and effective approach in modern engineering education, analyzing its fundamental principles and the challenges faced by educators in developing a results-based curriculum tailored to Mongolia’s unique needs and cultural context.

A systematic review of the theoretical foundations, methodological approaches, and primary objectives of CDIO-based programs is crucial for effectively implementing outcome-based education. As part of this research, CDIO syllabus-based learning activities were integrated into undergraduate programs, adapting the 12 standards of the CDIO framework (Version 2.0) to the Mongolian education system. An external evaluation was conducted on 445 programs across 55 universities in Mongolia, and a content analysis was conducted by comparing program criteria with results. The effectiveness of the result-based CDIO model in engineering education was assessed to determine whether it achieved its intended objectives and contributed to meaningful progress. This analysis provides valuable insights for future improvements in Mongolia’s engineering education system.