2025 IJRSE – Volume 14 Issue 14
Available Online: 2 August 2025
Author/s:
Espinosa, Kevin Aldrin
Holy Angel University, Philippines (kaespinosa@hau.edu.ph; kevinaldrin.espinosa@gmail.com)
Abstract:
This policy analysis carefully evaluates the graduate outcomes outlined in CHED Memorandum Order No. 25, series of 2015, which regulates the Bachelor of Science in Information Technology (BSIT) curriculum in higher education institutions across the Philippines. The study employs a qualitative document analysis approach, supported by key informant interviews with academic administrators, to investigate how these outcomes align with current industry demands and their implementation through outcomes-based education (OBE). An analysis of the responses identified three primary concerns: redundancy and ambiguity in graduate outcomes, a disconnect with emerging digital competencies like artificial intelligence and cybersecurity, and a lack of standardized performance indicators for evaluation. In light of these gaps, institutions have implemented internal mechanisms like curriculum advisory boards, tracer studies, and alignment with ACM guidelines to ensure they remain relevant and uphold quality standards. The analysis highlights the necessity for CHED to review and streamline the outcomes for BSIT graduates, establish performance indicators, and enhance collaboration between industry and academia. The results of this study play a significant role in the continuous efforts to enhance IT education policy, ensuring that graduates are well-prepared for the challenges of a swiftly changing digital world.
Keywords: information technology education, CHED CMO 25 s. 2015, outcomes-based education
DOI: https://doi.org/10.5861/ijrse.2025.25239
Cite this article:
Espinosa, K. A. (2025). An analysis of the graduate outcomes of the CHED’s BSIT program policies and standards (CHED CMO 25 s. 2015). International Journal of Research Studies in Education, 14(14), 125-131. https://doi.org/10.5861/ijrse.2025.25239