Aims, objectives, learning outcomes and learning intentions. What do they all mean?

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dc.contributor.authorKennedy, Declanen
dc.contributor.authorHyland, Áineen
dc.date.accessioned2025-08-20T11:05:28Z
dc.date.available2025-08-20T11:05:28Z
dc.date.issued2022-03en
dc.description.abstractThe signing of the Bologna Declaration in 1999 by 29 countries put the spotlight on the concept of using learning outcomes as the common language for teaching and learning in higher education. A total of 48 countries (including Ireland) have now signed this declaration. Also, the introduction of the European Qualifications Framework for Lifelong Learning (2008) based on learning outcomes provided further momentum to teaching within a learning outcomes framework at primary, secondary and tertiary education. Thus, all programmes at primary, secondary and tertiary education in EU countries and many other jurisdictions are now described in terms of learning outcomes. Similarly, all syllabi (specifications) are now written in the form of learning outcomes in these countries. Hence, learning outcomes have become the common language to describe teaching, learning and assessment within 48 countries, Many other countries around the world have aligned the way they describe their national qualifications to the Bologna Declaration and the European Qualifications Framework in order to assist with international recognition of qualifications and student mobility. One of the main reasons for embracing the concept of learning outcomes at international level is to bring clarity and coherence to terminology used in education. Learning outcomes are clearly defined in the language of education and there is a common understanding of this term in the education literature. Some jurisdictions use the terms “learning intentions” and “success criteria” and the use of these terms in countries which have adopted a learning outcomes framework for teaching and learning has caused confusion among teachers. This article, which arose from a discussion held at a meeting of the council of the Irish Science Teachers’ Association, seeks to bring clarity to the use of some key terms used widely in curriculum and syllabus (specification) design.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationKennedy, D. and Hyland, Á. (2022) 'Aims, objectives, learning outcomes and learning intentions. What do they all mean?', Science, 57(2), pp. 8-12. Available at: https://tinyurl.com/mukjrk8w (Accessed: 20 August 2025)en
dc.identifier.endpage12en
dc.identifier.issued2en
dc.identifier.journaltitleScienceen
dc.identifier.startpage8en
dc.identifier.urihttps://hdl.handle.net/10468/17793
dc.identifier.volume57en
dc.language.isoenen
dc.publisherIrish Science Teachers' Associationen
dc.relation.urihttps://tinyurl.com/mukjrk8wen
dc.rights© 2022, the Authors. Published by the Irish Science Teachers' Association.en
dc.subjectBologna Declarationen
dc.subjectLearning outcomesen
dc.titleAims, objectives, learning outcomes and learning intentions. What do they all mean?en
dc.typeArticle (peer-reviewed)en
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