Understanding the Need for Constructive Alignment of Learning Outcomes and Assessments in Leisure Studies Curricula Amid Industry 5.0 and GenAI

Leisure studies curricula, in keeping with the broader higher education sector, are in a state of flux with the rapid proliferation of generative artificial intelligence (GenAI). As curricula are reconceptualized, the constructive alignment of learning outcomes with assessment are commonly evaluated against frameworks such as Bloom’s Taxonomy. This ensures assessments not only assess the intended leisure studies specific skills and knowledge but provides a framework for scaffolding transferable, industry-related skills. Increasingly, scholars have questioned the capacity of Bloom’s Taxonomy to remain relevant and responsive in the GenAI era, where the importance of melioration; the selection, integration and application of the appropriate amalgam of knowledge and technology, becomes increasingly important. The World Economic Forum identified a significant global digital skills gap with expectations for human-centered skills and complex problem-solving aligned to Industry 5.0; such competencies should be scaffolded into any assessment redesign and clearly aligned to learning outcomes.