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Abstract
This manuscript develops a conceptual instructional design framework for teaching Linear Programming to economics students under the ASEAN University Network - Quality Assurance (AUN-QA) approach. The study is not an empirical classroom intervention and does not claim to statistically demonstrate the effectiveness of the proposed measures. Instead, it adopts a design-oriented conceptual approach based on analysis of AUN-QA requirements, programme learning outcomes, course learning outcomes, the Linear Programming course structure, relevant literature on constructive alignment and active learning, and reflective teaching experience. The analytical procedure consisted of identifying recurrent pedagogical challenges in Linear Programming instruction, mapping these challenges to course learning outcomes, selecting theoretically justified instructional strategies, and specifying assessment evidence that can support outcome monitoring. The resulting framework proposes three mutually connected measures: Kolb-based experiential learning for modelling economic optimisation problems, visualisation-supported instruction for the simplex algorithm, and project-oriented assignments for authentic economic applications. The main contribution of the manuscript is an explicit alignment matrix linking learning difficulties, course learning outcomes, teaching and learning activities, and assessment evidence. The framework is intended to guide instructors, curriculum designers, and quality assurance practitioners in designing outcome-based Linear Programming instruction. Future empirical studies should validate the framework through classroom data, rubric-based assessment, pre-test and post-test designs, student feedback, and analysis of learner differences.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 3, July 2026, Article No: em0272
https://doi.org/10.29333/pr/18774
Publication date: 01 Jul 2026
Online publication date: 18 Jun 2026
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Article Downloads: 7
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