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<p>Technology-enabled curriculum innovation is transforming higher education, driving a global shift toward competency-based education (CBE). Yet the combined influence of task–technology alignment and institutional readiness in digital curriculum reform remains underexplored. This study applies the Fit–Viability Model (FVM) to evaluate Taiwan’s University Career and Competency Assessment Network (UCAN) in institutional curriculum planning. A mixed-methods design surveyed 96 faculty and administrators and conducted follow-up structured interviews with 5 experienced UCAN users. PLS-SEM results show that task–technology fit and organizational viability jointly explain 35.4% of performance variance, with user capability the strongest driver. Contrary to Task–Technology Fit theory, task complexity did not predict perceived fit—qualitative insights point to semantic misalignment, workflow rigidity, and the moderating effect of faculty expertise. UCAN’s structured competency frameworks improved alignment only when faculty engaged directly in system use. The study extends FVM to the curriculum planning domain, highlighting that technology adoption in CBE reform requires functional fit, contextual adaptability, and faculty-led implementation. Recommendations include prioritizing user training, localizing system frameworks, and enabling flexible integration to sustain curriculum transformation.</p>

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Educational task technology fit and organizational viability in competency based curriculum planning using evidence from the UCAN system

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月10日

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  • Chih-Yi Tseng,
  • Tsang-Hsiang Cheng

摘要

Technology-enabled curriculum innovation is transforming higher education, driving a global shift toward competency-based education (CBE). Yet the combined influence of task–technology alignment and institutional readiness in digital curriculum reform remains underexplored. This study applies the Fit–Viability Model (FVM) to evaluate Taiwan’s University Career and Competency Assessment Network (UCAN) in institutional curriculum planning. A mixed-methods design surveyed 96 faculty and administrators and conducted follow-up structured interviews with 5 experienced UCAN users. PLS-SEM results show that task–technology fit and organizational viability jointly explain 35.4% of performance variance, with user capability the strongest driver. Contrary to Task–Technology Fit theory, task complexity did not predict perceived fit—qualitative insights point to semantic misalignment, workflow rigidity, and the moderating effect of faculty expertise. UCAN’s structured competency frameworks improved alignment only when faculty engaged directly in system use. The study extends FVM to the curriculum planning domain, highlighting that technology adoption in CBE reform requires functional fit, contextual adaptability, and faculty-led implementation. Recommendations include prioritizing user training, localizing system frameworks, and enabling flexible integration to sustain curriculum transformation.