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Tóm tắt

In the context of higher education shifting toward an outcomes-based education approach, students’ perceptions of expected learning outcomes play an important role in guiding their learning and developing professional competencies. This study analyzes factors influencing students’ perceptions of expected learning outcomes (ELOs) in the context of Vietnamese higher education. Using a quantitative research approach combined with a literature review, with 243 participants from a teacher education university, the study identified two main groups of factors: personal factors (learning motivation, learning style, critical thinking skills, career orientation) and teaching factors (the extent to which lecturers mention ELOs, alignment of teaching content with ELOs, and assessment methods suitable for ELOs). The multivariate regression model identifies “the extent to which lecturers mention ELOs” (β = 0.516) and “learning motivation” (β = 0.452) as the two most influential factors. The model explains 73.5% of the variation in students’ perceptions of ELOs (R² = 0.735, p < 0.001). The study proposes practical solutions to improve students’ perceptions of ELOs, emphasizing the pivotal role of lecturers and the development of students’ intrinsic learning motivation in outcome-based education contexts.