Student-Authored Publications as an Innovative Pedagogical Strategy to Enhance Course Learning Outcomes in Higher Education

This study investigates the integration of student-authored publications as an innovative pedagogical strategy within Language Learning Assessment (LLA) and Second Language Acquisition (SLA) courses. Anchored in the Outcome-Based Education (OBE) and MBKM (Kampus Merdeka) frameworks, this approach positions student-led publishing as a response to the need for active, performance-based learning experiences. Employing a qualitative descriptive methodology, data were gathered from nine pre-service teachers through 16 weeks of classroom observations, a thematic analysis of 18 book chapters, and semi-structured interviews with two participants. The findings indicate that the publication project significantly enhanced Course Learning Outcome (CLO) attainment by facilitating a cognitive shift from passive comprehension to active synthesis. While the process successfully fostered a teacher-scholar identity and increased academic agency, students encountered challenges such as cognitive load and time management conflicts during their MBKM placements. Furthermore, the project demonstrates strong alignment with the Kampus Berdampak philosophy, providing immediate societal impact through the transfer of student-designed assessment resources to partner schools. The study concludes that student-authored publication serves as a transformative pedagogical bridge that connects theory, practice, and reflection, provided that robust institutional scaffolding is in place.