Abstract:

This study presents a practical diagnostic methodology for evaluating the future readiness of academic curricula in response to evolving societal and workforce demands. Grounded in the Future Competency Framework, the approach integrates structured syllabus mapping with qualitative content analysis to examine the presence, depth, and distribution of competencies across more than 200 syllabi from the core curriculum of a liberal arts institution. The process yields a set of actionable outputs, including annotated syllabi, a course-level competency database, and program-wide competency distribution visualizations, that support reflective curriculum design and strategic planning.

Rather than functioning as a performance evaluation, the methodology serves as a diagnostic and developmental tool for institutional improvement. It offers a scalable, evidence-based approach to aligning academic programs with emerging competencies, enabling educators to move beyond superficial references toward meaningful integration. By surfacing both strengths and gaps, the diagnostic process provides a replicable model for advancing competency-based education across diverse higher education contexts.

Keywords:

Future of Work, Curriculum Diagnostics, Competency-Based Education, 21st-Century Skills, Curriculum Mapping, Syllabus Analysis, Competency Integration, Educational Assessment, Workforce Alignment, Liberal Arts Education, Learning Design.