Integrating the Philosophical Foundations of Education and Their Influence on Outcome-Based Education (OBE) in English Language Teaching (ELT): A Documentary Research

Abstract

This documentary study investigates the philosophical traditions that have shaped modern educational thought and examines how these traditions inform the design and practice of Outcome-Based Education (OBE) in Basic English instruction. OBE, a learner-centered paradigm emphasizing articulated learning outcomes and performance-based assessment, has become a central model for reform across global education systems. By reviewing international scholarship, this paper analyzes the theoretical foundations that position OBE within broader epistemological, pedagogical, and ethical debates and considers how these foundations translate into the teaching of English as a foreign language. The synthesis indicates that OBE fosters transparency, coherence, and learner autonomy while also presenting difficulties related to assessment design, teacher preparation, and contextual adaptation. The study argues that OBE represents not merely a technical framework but a philosophically grounded approach that aligns with the communicative goals of Basic English learning, provided its implementation is supported by reflective practice and localized pedagogical sensitivity.