Nonlinear Deconstruction: Enabling Student Knowledge Transfer in Higher Education through Digital Curriculum Profiling with fsQCA

This study examines the impact of Digital Curriculum Profiling (DCP) on knowledge transfer (KT) among college students. A survey involving 231 participants was conducted, and fuzzy-set Qualitative Comparative Analysis (fsQCA) was utilized to analyze the collected data. The fsQCA method enabled the identification of complex causal relationships rather than merely detecting simple correlations. The results revealed three significant pathways influencing KT: integrating curriculum-support pathways in higher education, facilitating interaction pathways within higher education, and establishing support and feedback pathways. These findings offer a comprehensive understanding of the intricate dynamics of KT within higher education, underscoring the importance of an integrated curriculum design. This study contributes to the existing literature by offering an in-depth analysis of the factors that enhance effective KT, thereby guiding the development of more efficient higher education programs.