Date of Conferral
8-6-2026
Date of Award
August 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Cathryn Walker
Abstract
Higher education instructors face challenges in implementing competency-based learning (CBL) in their coursework. Grounded in Vygotsky’s social constructivist theory, the purpose of this basic qualitative study was to explore the perspectives of higher education instructors on the challenges and their needs to implement CBL in coursework. For this basic qualitative design, semistructured interviews were conducted with 12 higher education instructors who had at least 2 years of experience teaching CBL courses. Data were analyzed using qualitative content analysis and inductive coding to identify codes and categories, with the following five themes emerging: CBL implementation depends on (a) aligned assessment, curriculum practices, and technology use; (b) meaningful student engagement and real-world learning; and (c) responsive instruction, faculty collaboration, and sustained professional development. Participants also emphasized the need for (d) alternative teaching and assessment strategies as well as technology integration support; and (e) comprehensive institutional support, fiscal resources, committed leadership, and systemic alignment with CBL goals. The findings indicate that effective CBL implementation requires not only individual instructor effort, but also coordinated institutional systems that support faculty preparation, instruction, technical capacity, curriculum, and assessment alignment. The implications for positive social change are that higher education leaders could support CBL implementation through these recommendations, providing students with more consistent learning experiences, increased access to individualized instructional support, meaningful opportunities to demonstrate competency, and stronger connections between academic learning and workforce expectations. This, in turn, might improve student engagement, achievement, persistence, and readiness for professional and civic participation.
Recommended Citation
Davis Jr, Sammie Leo, "Higher Education Instructors’ Perspectives on the Challenges of Implementing Competency-Based Learning in Coursework" (2026). Walden Dissertations and Doctoral Studies. 20581.
https://scholarworks.waldenu.edu/dissertations/20581
