A multi-framework case study on advancing outcome-based education in Aircraft Maintenance Technology

Instructional quality in Aircraft Maintenance Technology (AMT) is essential for aviation safety, regulatory compliance, and workforce readiness. In the Philippines, Outcome-Based Education (OBE) implementation remains inconsistent, particularly in technical programs where cognitive objectives, practical training, and assessment strategies are often misaligned. This study developed and validated an integrated instructional framework that combines Bloom’s Taxonomy, Competency-Based Training and Assessment (CBTA), and Kolb’s Experiential Learning Theory (ELT). A qualitative case study approach was used, drawing data from curriculum documents, instructor interviews, and thematic analysis of instructional practices in a state-run AMT program. The findings revealed heavy reliance on lower-order thinking outcomes, limited experiential learning opportunities, and weak integration of CBTA principles. The proposed framework provides a structured model that connects theoretical knowledge with practical competencies while ensuring alignment with the standards of the Commission on Higher Education (CHED) and the International Civil Aviation Organization (ICAO). Key recommendations include sustained faculty development, redesign of assessment tools to emphasize performance-based outcomes, and institutional adoption of the framework as part of quality assurance mechanisms. Although this study focused on a single institution, the model is adaptable to other regulated technical and engineering programs. It also provides a basis for future multi-institutional validation, longitudinal evaluation of learning outcomes, and benchmarking instructional quality in global aviation education.