Embedding Authentic Learning
A Case Study in Curriculum Transformation
Bibliographic Data
| ID | 22043737 |
|---|---|
| Authors | Emily Wright (0000-0001-6787-8713, Swinburne University of Technology, corresponding author), Simone Taffe (0000-0002-9267-9078, Swinburne University of Technology, corresponding author), Sandra Luxton (0000-0003-0784-8509, Swinburne University of Technology, corresponding author), Nicki Wragg (0000-0002-0259-504X, Swinburne University of Technology, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 3 |
| Pages | 392 |
| Publication date | 2026-03-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16030392 |
| OpenAlex | W7133528499 |
| Language | EN |
| References cited | 20 |
Authentic learning is widely recognised as critical for graduate employability, yet embedding it across curricula presents challenges, including resourcing, time for redevelopment, and managing large-scale cultural change. Scalable approaches require pilot studies to explore how authentic learning principles can be implemented and scaffolded effectively. This paper presents a case study of an Australian university’s co-created ‘Authentic Learning Blueprint’, designed to embed industry/community engaged learning throughout the learner’s experience. Phase one involved a team of educators, drawing on insights from learners, and employer feedback to co-develop the Blueprint. The Blueprint allows learners to progress through scaffolded stages, Novice, Associate, and Emerging Practitioner, gaining discipline-specific and industry-ready skills through real-world project briefs and work-integrated learning experiences. The Blueprint distributes teaching and learning responsibilities across learners, educators, and industry/community in a three-way partnership model. Learning experiences were designed to reflect knowledge and skills relevant to professional practice. In phase two, the proof-of-concept was applied to two design units, one undergraduate and one postgraduate, and we tested acceptance and scalability, with positive student feedback. Phase three showcases how the Blueprint then informed curriculum redesign within the design school’s flagship course, including trials of ungraded assessment to further support authentic learning. The findings demonstrate that a co-created, scaffolded approach integrating industry-engaged experiences from enrolment to graduation can bridge the gap between academia and professional practice. This study contributes a practical framework for embedding authentic learning at scale, offering insights for institutions seeking to enhance employability through curriculum innovation
Authentic assessment · Blended Learning · Blueprint · Curriculum · Employability · Experiential learning · General partnership · Educational Leadership and Innovation · Engineering Education and Curriculum Development · Higher Education and Employability
Individual and Contextual Influences on Academic Dishonesty
Situational and Personal Causes of Student Cheating
An instructional design framework for authentic learning environments
A five-dimensional framework for authentic assessment
Assessment through a cross-cultural lens in North American higher education
Ungrading
Assessment as pedagogy
The multiplicity of authenticity in higher education assessment
Impact of using authentic online learning environments on students’ perceived employability
The authenticity dilemma
The revolution will not be graded
Authentic assessment
Improving satisfaction in design education
Alternative grading systems and student outcomes
Authentic Pedagogy and Student Performance
Situated Cognition and the Culture of Learning
| Highly cited | No |
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