Teaching objectives and learning outcomes

Considering the concept of teaching objectives, their function and application in higher education, naturally leads to the concept of learning outcomes. Learning outcomes represent a concrete, clearly defined, and measurable operationalization of teaching objectives. While objectives focus on teachers’ plans and intentions, learning outcomes, through their student-centred structure, precisely define the knowledge, skills, and competences that a student should demonstrate upon completion of the learning process.

Unlike objectives, which often remain at the level of broad pedagogical intentions, learning outcomes answer a fundamental question: What will a student know, understand, or be able to do after completing a particular teaching unit, course, or study programme? Their key role lies in transforming abstract educational intentions into concrete, observable student actions. In this way, learning outcomes support structured teaching planning as well as reliable assessment of student achievement.

Well-formulated learning outcomes are based on the principles of clarity, measurability, and student-centredness. They are expressed as statements that begin with an active verb (for example: The student will be able to analyse…, The student will apply…, The student will evaluate…), emphasising behaviours that can be observed, assessed, and evaluated. Rather than focusing on teaching content, learning outcomes emphasise what students will be able to do with that content. This represents a shift from traditional teacher-centred instruction and knowledge transmission to a modern curriculum that highlights the active role of students in the learning process.

The formula for strong learning outcomes:

Examples of learning outcomes:

• The student will be able to explain the basic concepts of research methodology.
• The student will be able to apply statistical methods to data analysis.

Vlahović-Štetić and Kamenov (2016) note that learning outcomes can be defined at the level of a study programme, course, or individual teaching unit. At each of these levels, they help both students and teachers understand the intended results of the educational process. Clearly articulated learning outcomes serve to:

• help students understand what is ultimately expected of them;
• clarify what students can expect from a particular teaching unit or course;
• inform prospective students about the knowledge and skills they will acquire upon graduation;
• enable teachers to clearly define the outcomes they aim to achieve in a course or study programme;
• guide the selection of teaching content aligned with desired outcomes;
• support the choice of appropriate teaching methods;
• inform suitable approaches to monitoring progress and assessing achievement.

The validity and effectiveness of learning outcomes also stem from their alignment with the level of study and qualification requirements. At the undergraduate level, learning outcomes typically emphasise understanding, describing, and applying knowledge. At graduate and postgraduate levels, students are expected to engage in more complex cognitive processes such as analysis, synthesis, evaluation, and the independent creation of knowledge. In this way, learning outcomes facilitate vertical progression in education by clearly distinguishing levels of complexity and depth.

In addition, learning outcomes in higher education can be classified according to the types of competences they develop. The cognitive domain encompasses intellectual processes such as understanding, logical reasoning, critical thinking, and creative problem-solving. The psychomotor domain includes practical and technical skills requiring coordination, precision, and procedural execution, which are particularly important in vocational, medical, and artistic disciplines. The affective domain relates to the emotional and value-based dimensions of learning, including attitudes, ethical judgement, responsibility, and professional behaviour, areas that are often overlooked but are essential to the development of a well-rounded academic and professional identity.