Abstract

Adapting teaching methods to meet contemporary industry demands while fostering the competencies of landscape design students has become a critical educational challenge. This thesis integrates Outcome-Based Education (OBE) with Training Program Management through a Project-Based Teaching–Learning (PBTL) approach. The study investigates the relationships among curriculum outcomes, instructional strategies, and assessment practices aligned with expected learning outcomes across two selected cohorts of students. The objective is to enhance the quality and effectiveness of landscape design education.

A comparative analysis employing t-tests and achievement evaluations, as well as cross-semester correlations, was conducted to examine the impact of the proposed model. The findings reveal that the integration of OBE and PBTL clarifies educational objectives, strengthens student-centered learning, and supports the development of assessment systems that align with the targeted competencies. Overall, the study proposes a comprehensive framework for advancing landscape design education through OBE principles, providing both theoretical insights and practical recommendations for curriculum development and instructional improvement within related professional disciplines.

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