Bachelor of Education Major in Digital and Blended Learning Details
August 23, 2026 2026-08-26 3:00Bachelor of Education Major in Digital and Blended Learning Details
OFFICIAL PROGRAMME RECORD
Programme Qualification Details
11 fields
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01
Name of programme
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Bachelor of Education Major in Digital and Blended Learning
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02
PNGNQF Level
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Level 7
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03
Volume of learning in full-time equivalent months
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48 months / 8 semesters / 4 Years
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04
Total credit points
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480 CP is equal to 4,800 hourss
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05
Modes of delivery
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Face-to-Face, / Blended
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06
Where offered
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IBSUniversity
IBSU Campus, Portion 1553, Mt. Eriama, 11 Mile, Sogeri Road, Port Moresby, National Capital District, Papua New Guinea
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07
Most recent internal accreditation
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April 2025
By the Academic Board of IBSU, as a self-accrediting authority, in accordance with the HEGP Act 2014 (Amended 2022), Section 80, Subsection (1 & 3).
And Endorsed by the Governing Council of IBSUniversity
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08
Most recent external accreditation and accrediting body (list all)
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Nil
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09
Date of next scheduled internal and/or external accreditation
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April 2030
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10
Programme learning outcomes (list) and alignment to PNGNQF Level Descriptors
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Please refer to the Course Mapping page
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11
Entry requirements (list)
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PNGNQF OUTCOME ALIGNMENT
Course Mapping
9 outcomes
Name of Programme
Bachelor of Education Major in Digital and Blended Learning
Nested Qualifications
N / A
Competency Standards (If Required)
Outcome-Based Education (OBE)
A
PROGRAMME-WIDE CAPABILITIES
Graduate Attributes (IBSUniversity)
GA1: Unit Transcendence
GA2: Communication and Interpersonal Skills
GA3: Advancement of Knowledge
GA4: Innovation and Creativity
GA5: Research and Logic
GA6: Professionalism
GA7: Career and Employability Skills
B
COMPLETE SOURCE MAPPING
Programme Level Learning Outcomes
Outcome group
4 outcomes
PLO 1
Synthesize pedagogical theories, digital technologies, and blended learning frameworks to design innovative and inclusive teaching and learning environments.
Knowledge and Skills
A demonstration of broad and coherent theoretical and technical knowledge through the integration of pedagogical theories, digital technologies, and blended learning frameworks, reflecting depth of understanding in digital and blended education.
Evidence of critical, analytical, and innovative thinking skills in the development of inclusive learning environments, alongside the application of advanced communication skills in conveying educational ideas, values, and practices to diverse learners and stakeholders.
PLO 2
Analyze curriculum design principles, assessment strategies, and ICT tools to enhance student learning outcomes in digital and blended education contexts.
Knowledge and Skills
A demonstration of broad and coherent theoretical and technical knowledge in curriculum design, assessment strategies, and ICT integration, indicating depth in planning and structuring effective learning experiences.
Evidence of critical and analytical thinking skills in evaluating and improving student learning outcomes, together with the application of a wide range of communication skills in articulating instructional decisions and assessment practices.
PLO 3
Examine educational data, learning analytics, and technological systems to evaluate teaching effectiveness and improve instructional practices.
Knowledge and Skills:
A demonstration of broad and coherent theoretical and technical knowledge in educational data systems, learning analytics, and technological platforms, reflecting depth in evidence-based teaching practices.
Evidence of critical and analytical thinking skills in evaluating teaching effectiveness and informing instructional improvements, alongside the application of effective communication skills in interpreting and sharing data-driven insights with relevant stakeholders.
Outcome group
2 outcomes
PLO 4
Facilitate learner-centred instruction using digital platforms, multimedia resources, and blended learning strategies in diverse classroom settings.
Application
Learner-centred instruction within digital and blended environments is implemented across diverse and evolving classroom contexts characterized by varying learner needs, technological access, and instructional conditions.
Instructional decisions are informed by the systematic use of pedagogical and technological analysis, including the diagnosis of learner engagement, performance patterns, and access-related constraints.
The integration of digital platforms, multimedia resources, and blended learning strategies reflects the synthesis of ideas and the adaptation of instructional processes to address complex teaching and learning challenges.
PLO 5
Demonstrate effective teaching, assessment, classroom management, and ICT integration skills in professional education environments.
Application
Professional teaching, assessment, and classroom management practices are carried out within dynamic and complex educational environments that include both technology-enhanced and resource-limited settings.
The use of assessment data, classroom evidence, and ICT tools supports the analysis of student performance and the diagnosis of instructional and behavioural challenges.
The alignment and integration of teaching strategies, assessment approaches, and ICT applications demonstrate the synthesis of knowledge and the continuous adaptation of instructional processes to improve learning outcomes.
PLO 6
Practice the application of curriculum development, guidance and counselling, and technology-enhanced teaching approaches to support student learning and development.
Application
Curriculum development, guidance and counselling, and technology-enhanced teaching are situated within diverse educational contexts that involve academic, social, and emotional dimensions of learner development.
Curriculum effectiveness and learner development are supported by diagnostic processes that draw on educational data, learner feedback, and contextual analysis.
The coordination of curriculum frameworks, counselling practices, and digital pedagogies reflects the synthesis of ideas and the formulation or adaptation of processes to address complex learning and developmental needs.
Outcome group
3 outcomes
PLO 7
Take responsibility for continuous professional development, reflective practice, and the ethical use of digital technologies in education.
Autonomy
Engagement in continuous professional development and reflective practice is demonstrated through self-directed learning under broad professional guidance, ensuring sustained growth in digital pedagogical competencies.
Professional practice is characterized by the systematic planning, coordination, and organization of personal development activities and the ethical integration of digital technologies within educational contexts.
Accountability is reflected in the responsible application of ethical standards and digital practices, with measurable outcomes evident in improved teaching effectiveness and learner engagement.
PLO 8
Collaborate with educators, stakeholders, and communities to design, implement, and improve digital and blended learning initiatives
Autonomy
Collaborative engagement with educators, stakeholders, and communities is carried out with a balance of broad guidance and self-direction, ensuring shared responsibility in advancing digital and blended learning initiatives.
The design and implementation of learning initiatives involve significant planning, coordination, and organizational processes that integrate diverse perspectives and contextual needs.
Accountability for outcomes is evident in the collective evaluation and continuous improvement of digital and blended learning programs, ensuring responsiveness to stakeholder expectations and educational goals.
PLO 9
Practice ethical leadership by promoting social inclusion, gender equity, and culturally responsive teaching in digital and blended learning environments.
Autonomy
Ethical leadership in promoting social inclusion, gender equity, and cultural responsiveness is demonstrated through self-directed professional judgment within broadly guided educational frameworks.
Leadership practices involve deliberate planning, coordination, and organization of inclusive and equitable teaching strategies in digital and blended learning environments.
Accountability is manifested in the measurable impact of inclusive and culturally responsive practices on learner participation, equity, and overall educational outcomes.
Programme Qualification Details
OFFICIAL PROGRAMME RECORD
Programme Qualification Details
11 fields
|
01
Name of programme
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Bachelor of Accounting and Finance
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02
PNGNQF Level
|
Level 7
|
|
03
Volume of learning in full-time equivalent months
|
48 months (8 semesters / 4 Years)/4800 Hrs.
|
|
04
Total credit points
|
480 credit points
|
|
05
Modes of delivery
|
Face-to-Face, / Blended
|
|
06
Where offered
|
IBSUniversity
IBSU Campus, Portion 1553, Mt. Eriama, 11 Mile, Sogeri Road, Port Moresby, National Capital District, Papua New Guinea
|
|
07
Most recent internal accreditation
|
April 2024(Revised)
By the Academic Board of IBSU, as a self-accrediting authority, in accordance with the HEGP Act 2014 (Amended 2022), Section 80, Subsection (1 & 3).
And Endorsed by the Governing Council of IBSUniversity
|
|
08
Most recent external accreditation and accrediting body (list all)
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Accredited by CPA PNG (Accounting Professional Body in PNG) 2021
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|
09
Date of next scheduled internal and/or external accreditation
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April 2029
|
|
10
Programme learning outcomes (list) and alignment to PNGNQF Level Descriptors
|
Refer to the table attached below
|
|
11
Entry requirements (list)
|
|
Course Mapping
PNGNQF OUTCOME ALIGNMENT
Course Mapping
9 outcomes
Name of Programme
Bachelor of Accounting and Finance
Nested Qualifications
Diploma in Accounting and Finance and Associate Degree in Accounting and Finance
Competency Standards (If Required)
Outcome-Based Education (OBE)
A
PROGRAMME-WIDE CAPABILITIES
Graduate Attributes (IBSUniversity)
GA1: Unit Transcendence
GA2: Communication and Interpersonal Skills
GA3: Advancement of Knowledge
GA4: Innovation and Creativity
GA5: Research and Logic
GA6: Professionalism
GA7: Career and Employability Skills
B
COMPLETE SOURCE MAPPING
Programme Level Learning Outcomes
Outcome group
4 outcomes
PLO 1
Evaluate and synthesize theoretical knowledge requirements in the discipline of accounting and finance to support informed understanding.
Knowledge and Skills
Theoretical knowledge and technical understanding
PLO 2
Integrate and develop accounts and records to be maintained within the organizational context.
Knowledge and Skills
Skills and exposure of accountants in maintaining books and records
PLO 3
Produce and deliver financial statements of organizations in accordance with International Financial Reporting Standards (IFRS).
Knowledge and Skills
Performing accounting tasks based on knowledge and skills in accordance with international standards
PLO 4
Develop and apply analytical skills to assess and interpret the financial performance of organizations, and communicate findings effectively.
Knowledge and Skills
Apply analytical skills in the analysis of financial statements and communicate with relevant stakeholders
Outcome group
2 outcomes
PLO 5
Initiate and supervise audit and assurance services related to the publication of financial information for stakeholders.
Application
Apply auditing knowledge in assurance preparation and disclosure practices
PLO 6
Demonstrate high standards in communicating complex accounting and financial information, and apply professional practices responsibly.
Application
Perform financial tasks with responsibility and sound judgment
Outcome group
3 outcomes
PLO 7
Direct and monitor compliance with legal and regulatory requirements in tax computation and administration.
Autonomy
Independently perform compliance work related to legal requirements and tax returns
PLO 8
Lead and collaborate in evaluating the effectiveness of acquired knowledge, skills, and practical experience through appropriate surveys.
Autonomy
Work collaboratively as a team to evaluate effectiveness
PLO 9
Practice ethical leadership, promote gender equality and equity, and demonstrate responsible conduct in the workplace and society.
Autonomy
Demonstrate integrity, equality, and responsibility in professional and social contexts
