Teaching Advanced Mathematics for Economics Students in Alignment with Programme Learning Outcomes under the AUN-QA Framework: A Case Study at Lac Hong University, Vietnam

Abstract

The AUN-QA framework requires programs to demonstrate coherence among expected learning outcomes, curriculum design, teaching and learning strategies, assessment, and evidence-based continuous improvement. In economics-related programs, Advanced Mathematics is not merely a foundational quantitative course; it is also a learning environment for developing modeling, problem-solving, collaboration, and decision-making competencies. Drawing on a theoretical review and a reflective synthesis of teaching practices at Lac Hong University, Vietnam, this paper proposes a course-level design for teaching Advanced Mathematics that aligns with program learning outcomes under AUN-QA. The design consists of three mutually reinforcing instructional measures: using Kolb’s experiential learning model to introduce mathematical knowledge through economic scenarios, guiding students through an explicit real-world problem-solving procedure, and strengthening project-based tasks connected to practical economic problems. The paper contributes an alignment matrix linking course learning outcomes, learning activities, and assessment evidence, and offers implementation recommendations for instructors and program managers. The findings support evidence-based course governance, authentic assessment, and semester-by-semester improvement in the attainment of outcomes in economics education. As a design-oriented study, the paper does not aim to test causal effects on student achievement; rather, it develops an instructional framework and assessment evidence system that can be used for future empirical evaluation of CLO attainment.