The Faculty of Science and Technology (FST), AIUB offered the training on Outcome-Based Education (OBE) for curriculum and course design, conducted by Professor Farheen Hassan Ph.D, SFHEA supported by IQAC-AIUB. She has been serving as Educator of Business Studies at AIUB since 1999 and possesses experience in Teaching, Training, QA, Research and Consulting experience in Education, NGO and other sectors. Currently she is working as Director of Institutional Quality Assurance Cell. The training focused on structuring academic courses around clear, measurable competencies compared to traditional content-heavy delivery. The session established that a modern curriculum must undergo systematic reviews every three to five years to remain aligned with evolving global and industry requirements. A key focus of the session was the integration of the Knowledge, Skills, and Attitude (KSA) framework, which serves as the foundation for defining measurable learning outcomes. The training also covered the hierarchical alignment of academic planning, demonstrating how the institutional Mission and Vision guide departmental goals, which in turn shape Program Educational Objectives (PEOs), Program Learning Outcomes (PLOs), and Course Learning Outcomes (CLOs). Participants learned how these elements are interconnected to ensure that graduates achieve the desired competencies during their academic journey and professional careers. A key operational component covered during the workshop was calculating Student Learning Time (SLT) and Notional Hours, establishing that every 1 hour of direct classroom contact requires approximately 2 hours of autonomous student learning to ensure adequate depth. Furthermore, participants were trained on constructing comprehensive CLO-to-PLO mapping matrices and utilizing Bloom’s Taxonomy across Cognitive (C1- C6), Affective (A1–A5), and Psychomotor (P1–P7) domains. This ensures that both Continuous Internal Evaluation (CIE) and Semester Final Examinations (SFE) are directly tied to specific behavioral and intellectual competencies. The training was highly interactive and engaging, incorporating quizzes, group discussions, collaborative exercises, and practical examples throughout the session. The active participation of both the trainers and attendees contributed to a productive learning environment, making the program an effective professional development opportunity for faculty members involved in curriculum and course design.