Higher education institutions are expected to heighten their responsiveness to societal interests and needs, and to the world of work, by improving on their curricula. In answering the call for greater responsiveness, basic and higher education institutions in South Africa have introduced a paradigm shift from content- to outcomes-based education. The focus of this article is to present a critical analysis of the extant literature on the nature and role of responsive curricula in optimising learning in higher education. To this end, the researchers adopted an interpretative approach and descriptive perspective. Data were collected by consulting primary and secondary sources during a literature review. The findings revealed that there is a dynamic yet complex relationship between a responsive curriculum and the optimisation of learning. The literature indicated that, having undertaken to make this a central issue in their policies, the majority of institutions of higher learning are still grappling with what exactly constitutes a responsive curriculum, let alone what the implementation thereof will entail.

中文翻译：

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批判性地回顾了响应式课程在高等教育中优化学习中的作用

希望高等教育机构通过改进课程设置，提高对社会兴趣和需求以及对劳动世界的反应能力。南非要求基础教育和高等教育机构响应更高的响应能力时，引入了从基于内容的教育到基于结果的教育的范式转变。本文的重点是对现有文献进行批判性分析，以了解响应式课程在优化高等教育中的作用和作用。为此，研究人员采用了一种解释性方法和描述性观点。在文献综述期间，通过咨询主要和次要来源收集了数据。调查结果表明，响应式课程与学习优化之间存在动态而复杂的关系。