Volume: 2 Issue: 4
Year: 2025, Page: 168-197, Doi: https://doi.org/10.70372/jeltp.v2.i4.13
Successive Industrial Revolutions have shaped economy due to continuous growth in knowledge contributed in part by Higher Education, with Industry 4.0 giving rise to networked digital enterprises and economy. The digital economy, driven by convergence technologies, is characterized by both exponentially growing information and real-time, high-speed information processing and is causing the nature of jobs to change rapidly and existing jobs to disappear gradually. Teaching-Learning activities in Higher Education must be performed in such an environment where content is changing continuously. Students have to be prepared not only for the workplace of the present but also of the future, that is, the world of work that can be said to come with a ‘delay’ and is unknown and hence unobservable. It is increasingly difficult to meet the needs of digital economy with incumbent Higher Education teaching-learning processes that view content as relatively static and predetermined that can be delivered through guided instruction and practice and uses technology as a means to replicate existing modes of teaching-learning. This paper describes the design and development life cycle of a new model of teaching learning organization, called the Additive Curriculum model that integrates realistic teaching-learning processes with realistic business processes through horizontal and vertical integration of instruction in courses spanning semesters using realistic value-creating project-based experiential learning. The paper demonstrates through pedagogic initiatives executed that the Additive Curriculum model can lead to improved student learning experience and benefit leading to a gain in employability skills.
Keywords: Student Learning Experience; Teaching Learning organisation; Value creating teaching-learning; Experiential Learning; Employability Skills; Digital Economy
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