This article examines the redesign of an Investment Analytics course to align with the Malaysian Qualifications Framework (MQF) 2024, integrating Outcome-Based Education (OBE), Values-Based Education (VBE), and sustainability competencies. Grounded in Schön’s reflective practitioner model, Biggs & Tang’s constructive alignment, and Kolb’s experiential learning theory, the study details how traditional finance education can be transformed to balance analytical proficiency with ethical awareness and responsible decision-making. By engaging students with real-world financial data, experiential reflection, and sustainability-orientated frameworks, the curriculum shift demonstrates how higher education pedagogy can cultivate professionals equipped to make investment decisions that account for long-term economic, social, and environmental impacts.
| Item Type: | Book Section |
|---|---|
| Creators: | Creators Email / ID Num. Edward, Oswald Timothy oswald@uitm.edu.my Basri, Basaruddin Shah UNSPECIFIED Rahim, Kamal Fahrulrazy UNSPECIFIED Jasmi, Zarith Sofia UNSPECIFIED |
| Subjects: | L Education > LB Theory and practice of education > College and university teachers L Education > LC Special aspects of education > Social aspects of education |
| Divisions: | Universiti Teknologi MARA, Johor > Segamat Campus > Faculty of Business and Management |
| Page Range: | pp. 123-127 |
| Keywords: | Reflective teaching, Investment analytics, Malaysian Qualifications Framework, MQF 2024, Outcome-Based Education, OBE, Experiential learning, Values-based education, Sustainability competencies. |
| Date: | 2026 |
| URI: | https://ir.uitm.edu.my/id/eprint/147809 |
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