ABSTRACT
The primary objective of the United Nations Sustainable Development Goal 4 (SDG4) is to ensure that education is of high quality, accessible to all individuals, and promotes lifelong learning.
Thesis output is a critical element of higher education, as it facilitates the academic and professional development of students. The objective of this research is to assess the influence of specialization courses on the societal functions, interests, and student requirements of the BS Architecture Program at De La Salle College of Saint Benilde.
The study seeks to assess the extent to which the specialization course aligns with students' needs and interests, predicts their values and social functioning, influences their acquired knowledge and conventional wisdom, and identifies potential enhancements to the course offerings. The objective is to go beyond conventional assessments of academic performance and explore the fundamental purpose of education, emphasizing both academic and social advancements. Furthermore, the objective is to evaluate the interests and future aspirations of architecture students to ensure that the specialization course offerings at DLS-CSB Archi are in alignment.
A mixed-methods approach is implemented in this investigation, which integrates quantitative and qualitative analyses in a complementary manner. The descriptive research approach achieves a harmonious equilibrium between complexity and simplicity, enabling researchers to explore intricate subjects while simultaneously disseminating their findings to a diverse audience.
Keywords: Specialization courses; process transformation; curriculum development; Architecture
INTRODUCTION
The United Nations defines Sustainable Development Goal 4 (SDG4) as quality education, ensuring inclusive and equitable quality education, and promoting lifelong learning opportunities for all. It was reported that the education sector needs to catch up in achieving its sustainability goal due to circumstances not predicted before the COVID-19 Pandemic (United Nations, 2023). Consequently, the 2030 Agenda for Sustainable Development and the long-term sustainability of humanity are imperiled by the interconnected chain of challenges that includes COVID-19, climate change, and conflicts. This convergence exacerbates the current challenges of peace, environmental sustainability, healthcare, education, and food security. As an outcome, the advancements in the provision of critical services, healthcare, education, starvation reduction, and poverty alleviation have been reversed. To salvage the Sustainable Development Goals (SDGs) and make significant progress for humanity and the environment by 2030, urgent and resolute action is necessary (United Nations, 2022).
The objectives of educators are explicitly articulated in Sustainable Development Goal 4 (SDG 4), established in 2030 to guarantee universal access to equitable and inclusive education throughout individuals' lifetimes. The organization aims to ensure equitable and suitable education while fostering ongoing educational prospects (Saini et al., 2022).
In developing the curriculum, the student is the major focus of attention. However, the contribution of the student is mostly ignored during the process of establishing and executing the curriculum. With the intention of enhancing other educators' grasp of the potential for increased learning through student engagement in the construction of curriculum, the author endeavors to accomplish this goal (Jagersma, 2010).
Thesis output is a pillar of higher education that provides several options for student development, academic advancement, and professional enrichment. Recognizing the significance of thesis output in promoting these characteristics is critical for the ongoing development of students, the academic realm, and the professional community (UCL, 2018). This research foundation lays the groundwork for future investigation into the specific ways in which thesis outcomes influence and benefit these interconnected domains. Furthermore, it has far-reaching implications for the professional community, improving the knowledge base, stimulating innovation, and preparing a competent professional. Recognizing the value of thesis production in these situations emphasizes its importance in the ongoing development of students and the professional community at large. Recognizing the relevance of thesis production in these contexts stresses its significance in students' continued growth (Hassan, 2023).
Analyzing students’ thesis projects offers several benefits, both for the students themselves and for the academic and professional community. Sokalamis (2023) proposes systematically classifying innovation through the establishment of a comprehensive categorization framework and the identification of innovation typologies. The associated literature currently lacks this method (Sokalamis et al., 2023).
This action research seeks to assess the effectiveness of specialization courses offered through students’ thesis project proposals for the purpose of addressing student needs, student interests, and student’s function in society for process improvement of curriculum development particularly in Specialization Courses in De La Salle College of Saint Benilde BS Architecture Program (DLS-CSB Archi).
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