Qualitative Analysis of Instructional Design in Graduate Education: A Document Study of MAEd Syllabi

Abstract: This study analyzed the instructional design of syllabi across the Master of Arts in Education program of a private higher education institution in the Philippines. Through qualitative document analysis of 56 syllabi clustered into foundational, specialized, and thesis courses, the study explored how learning outcomes, instructional strategies, assessment methods, technology integration, and 21st-century competencies are articulated across the curriculum. Findings revealed strong alignment with outcomes-based education (OBE), the Philippine Qualifications Framework (PQF) Level 7 descriptors, and institutional graduate attributes. Each cluster demonstrated a clear emphasis on performance-based assessment, research-driven pedagogy, and digital fluency. The analysis also underscored the syllabus as a reflective and strategic academic tool—revealing institutional priorities, faculty pedagogical philosophies, and instructional coherence. The study recommends periodic syllabus audits, interdisciplinary mapping, and participatory design to further enhance the curriculum’s responsiveness to emerging educational and societal needs. Keywords: syllabus analysis, instructional design, outcomes-based education, graduate education, 21st-century skills, curriculum mapping, digital pedagogy