Evaluating the Need for Curriculum Reform in Afghanistan's Higher Education: Perspectives of Lecturers and Students in Kandahar

Abstract

The higher education curriculum is a comprehensive framework that establishes educational objectives, organizes subject content, guides teaching strategies and shapes student assessment. This study evaluates the current curriculum in Afghanistan's higher education system to identify its strengths, limitations, and the need for reform in light of modern educational expectations, labor market demands, and international standards. A cross-sectional descriptive design was employed in 7 public and private universities in Kandahar, involving 218 lecturers and 385 students selected through systematic sampling. Data were collected using structured questionnaires and analyzed with SPSS IBM-26 based on descriptive statistics. The findings revealed that the curriculum aligns with Islamic and national values, providing a foundational academic structure. It has shortcomings in fostering practical skills, innovation, and compliance with global standards. Both lecturers and students emphasized the need for updates in teaching methods, course content, and assessment strategies to meet global academic and professional requirements better, thereby enhancing academic quality and relevance. These insights underscore the importance of context-specific curriculum reform that strikes a balance between national identity and international standards, fosters practical learning, and addresses the evolving needs of students and the labor market.