OPPORTUNITIES AND CHALLENGES OF CRIMINOLOGY INSTRUCTORS IN THE IMPLEMENTATION OF OUTCOME-BASED EDUCATION

This study examined the opportunities and challenges experienced by criminology instructors in implementing Outcome-Based Education (OBE) in four higher education institutions in Cauayan City, Isabela, during School Year 2025–2026. It also investigated relationships between perceived opportunities and instructor profiles, differences in challenges across profile groups, and perceived contributions of OBE opportunities to instructional practices. A quantitative descriptive research design was employed, involving 54 criminology instructors selected through total enumeration. Data were collected using a validated 95-item questionnaire and analyzed using frequencies, percentages, weighted means, chi-square tests, and one-way analysis of variance. Findings revealed that instructors strongly agreed that OBE provided opportunities for professional development, improved teaching strategies, student-centered learning, curriculum alignment, assessment enhancement, instructional innovation, and student engagement, with an overall mean of 3.55. Professional development and improved teaching strategies received the highest ratings, both averaging 3.58. However, implementation challenges were rated very high, with an overall mean of 3.64. Preparing learning outcomes emerged as the greatest challenge, followed by instructional delivery and time management and institutional support and resources. Perceived opportunities were not significantly associated with any profile variable. Challenges differed significantly by employment status and institution type, but not by teaching experience, educational attainment, or seminar attendance. Respondents also reported favorable contributions to teaching and student support. The findings suggest that positive perceptions of OBE coexist with substantial implementation difficulties. Strengthening administrative support, expanding faculty development, managing teaching workloads, and providing instructional resources and collaborative material development mechanisms are recommended to support sustainable OBE implementation in criminology programs.