Keywords
meta-framework
outcomes
stage-based interventions
How to Cite
Abstract
Competency-based education (CBE) has fragmented theoretical foundations, creating implementation and research challenges despite broad adoption. Part I of this study revealed inconsistent theoretical approaches across disciplines, hindering scalability and effectiveness. Part II proposes a unifying meta-framework integrating CBE theories, frameworks, and stage-based learner development models. This structure aligns learner needs, interventions, and outcomes across novice-to-expert stages, fostering coherent, evidence-driven practices. The proposed meta-framework provides a foundation for systematic CBE design, implementation, and evaluation by identifying stage-specific learner challenges and corresponding interventions, clarifying intervention mechanisms and outcome measures, and linking theory to practice for adaptive learning pathways. It also supports innovative research designs to efficiently refine stage-based interventions. By bridging theoretical gaps and enhancing methodological rigor, this meta-framework advances CBE’s capacity to deliver targeted, scalable, and measurable educational outcomes.
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Copyright (c) 2026 In-Gu Kang, Raha Moussavi, Courtney E. Castle, Charles Pittack, Scott R. McEathron (Author)