A COMPARATIVE REVIEW OF COURSE DESIGN MODELS: IMPLICATIONS FOR LANGUAGE CLASSROOMS IN BANGLADESH

Abstract

In modern day education, poorly designed courses are a major concern. This narrative review explores the foundational course development models and their implications for Bangladeshi tertiary classrooms. The review draws on influential frameworks highlighting their theoretical orientations, which range from structured, objective-driven models to flexible, learner-centered approaches. It highlights how these models critically address various aspects of course design, including needs analysis, content organization, assessment, and student engagement. Different empirical studies are reviewed to demonstrate the integration of these frameworks in various educational contexts and their distinctive structures. The paper concludes with pedagogical implications and future research directions aimed at improving localized instruction and supporting students’ academic language development.

Keywords: Course, Course Development, Higher Education Curriculum