A systematic curriculum intervention: Embedding employability through constructive alignment to enhance student learning

Abstract Embedding employability skills within university courses remains a significant challenge for educators, particularly in fields where professional readiness must complement rigorous academic training. This study presented a practical, theory‐driven curriculum intervention to redesign a final‐year Bachelor of Property course at a research‐leading university in New Zealand. Guided by constructive alignment principles, course learning outcomes were aligned with institutional graduate attributes and property industry standards, employing backward design to create assessments and activities that foster real‐world skills alongside disciplinary knowledge. Over a 3‐year period, the intervention was evaluated using pre‐ and post‐redesign data, revealing significant improvements in student performance, engagement and satisfaction. The findings demonstrated that integrating employability capabilities into curriculum design enhances student achievement and enriches the learning experience, making it relevant, engaging and professionally meaningful. Students responded to the redesigned course with increased motivation and perceived value, often attributing the course's structure to the instructor's organisation and relevance—evidence of the impact of alignment on learning efficiency. This study underscored the potential of constructive alignment as a strategic approach for embedding employability within university programmes, offering insights for educators seeking to balance academic rigour with practical applicability. Our results offered valuable implications for higher education professionals dedicated to bridging the gap between academic outcomes and real‐world professionalism, and they highlighted promising avenues for future research in curriculum development and employability.