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<p>In light of the COVID-19–induced shift in educational paradigms, this study examines how Competency-Based Curriculum (CBC) influences Learning Strategies (LS) and whether educational resources (ER) moderate this relationship. Participants were students in Taiwanese universities and colleges specializing in Early Childhood Education or Care (ECEC), all of whom were completing their ‘Pre-Educare Giver’ qualifications. They were enrolled in the core Professional Competency courses for ECEC during the 111th and 112th academic years. Participants were divided into two groups: one using traditional printed materials (Standard Educational Resources, SER) and the other using Open Educational Resources (OER). With 371 valid responses (91.15% response rate), we employed the Learning and Study Strategies Inventory (LASSI) to assess LS and administered additional surveys on CBC implementation and ER usage. Structural equation modeling (SEM) analyses confirmed our hypotheses, revealing that CBC significantly enhances the development of LS. Moreover, results indicate that OER substantially improve learning outcomes. We conclude that the strategic integration of ER—especially OER—amplifies CBC’s positive effects on LS and call for the diversification of instructional resources to optimize learner development.</p>

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Analysis of the competency-based curriculum and learning strategies: the moderating effect of educational resources

  • 期刊论文

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  • 发表日期：

    2026年1月13日

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  • Han-Ju Ho

摘要

In light of the COVID-19–induced shift in educational paradigms, this study examines how Competency-Based Curriculum (CBC) influences Learning Strategies (LS) and whether educational resources (ER) moderate this relationship. Participants were students in Taiwanese universities and colleges specializing in Early Childhood Education or Care (ECEC), all of whom were completing their ‘Pre-Educare Giver’ qualifications. They were enrolled in the core Professional Competency courses for ECEC during the 111th and 112th academic years. Participants were divided into two groups: one using traditional printed materials (Standard Educational Resources, SER) and the other using Open Educational Resources (OER). With 371 valid responses (91.15% response rate), we employed the Learning and Study Strategies Inventory (LASSI) to assess LS and administered additional surveys on CBC implementation and ER usage. Structural equation modeling (SEM) analyses confirmed our hypotheses, revealing that CBC significantly enhances the development of LS. Moreover, results indicate that OER substantially improve learning outcomes. We conclude that the strategic integration of ER—especially OER—amplifies CBC’s positive effects on LS and call for the diversification of instructional resources to optimize learner development.