2026/05/19 by Petra Nilsson Lindström, Åsa Bringsén, Cássandra Winther +1 · 1 voice
Social Sciences · #Higher Education Learning Practices #Higher Education and Employability #Innovative Education and Learning Practices
paper · doi:10.1108/heswbl-01-2026-0009
openalex publication_date 2026/05/19 · openalex created_date 2026/05/20 · openalex updated_date 2026/06/11
Purpose Higher education is expected to prepare students both academically and professionally. In non-vocational programs, this entails fostering academic and generic competencies, lifelong learning and the development of professional identity. The purpose of this study was to evaluate a student-centered longitudinal curriculum intervention in a non-vocational bachelor's program in southern Sweden. It was designed to enhance student empowerment, professional identity and employability through increased awareness of professional competencies. Design/methodology/approach The intervention was a 7.5-credit program-based assessment implemented over three years and organized into four interconnected sub-courses. The study involved 72 public health students and seven educators. Data were collected through formative qualitative course evaluations and summative university-wide quantitative student surveys. A realist evaluation approach was used to explore what worked, for whom and under which conditions, combining qualitative reflections with quantitative measures of students' perceptions of course design and learning outcomes over time. Findings The results demonstrate overall positive outcomes. While the sub-courses were perceived as demanding, students valued the longitudinal structure, reflective activities and the integration of theory with learning practice and future professional roles. Student-centered learning processes and peer-learning promoted both academic development and personal growth. Participants reported increased empowerment and confidence in their competencies and future career pathways, linked to a progressively developed professional identity. Originality/value This study contributes results on how longitudinal, student-centered curriculum interventions can support professional identity development and employability within non-vocational higher education programs, highlighting the role of sustained curricular design in facilitating lifelong learning and competence development beyond vocational contexts.