Bridging knowledge in curriculum design: The role of explicit and tacit knowledge in implementing outcome-based education for English language lecturers

Pane, I. I. I., Damayanti, N. A., Fibriasari, H., & Gunawan, W. (2024). Bridging knowledge in curriculum design: The role of explicit and tacit knowledge in implementing outcome-based education for English language lecturers. In D. K.-G. Chan et al. (Eds.), Evolving trends in foreign language education: Past lessons, present reflections, future directions. Proceedings from the 10th CLaSIC 2024 (pp. 28–38. Centre for Language Studies, Faculty of Arts and Social Sciences, National University of Singapore. https://doi.org/10.5281/zenodo.14504363