Volume 4,Issue 1
Bringing OBE-PBL to Life in the Multilingual Spanish Classroom: A Qualitative Reflection on Our Curriculum Reform Journey
This paper qualitatively traces a three-year Spanish curriculum shift from grammar focus to an OBE-PBL blended model. Driven by employer feedback and student disengagement, three graduate capabilities, campus tour, email negotiation, cultural brochure, were set and teaching was reverse-engineered around public projects. Teacher talk gave way to facilitation; accuracy yielded to communicative effect. Persistent tensions include coverage anxiety and grading norms, while value is evidenced by voluntary attendance and alumni uptake. Administrative flexibility, collegial support and trust in exit outcomes sustain the reform more than technological novelty.
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