<![CDATA[ABSTRACT The increasing complexity of global tourism governance requires International Relations curricula to equip graduates with competencies that meet contemporary demands, including sustainability, diplomacy, digital literacy, crisis adaptability, and collaborative governance. However, studies evaluating the alignment between curriculum design and these competencies remain limited, resulting in insufficient evidence regarding curriculum gaps in preparing graduates for global tourism governance. This study aims to analyze the curriculum gap of the International Relations Program at Universitas Sulawesi Barat concerning global tourism governance competencies. A qualitative approach was employed using deductive content analysis of curriculum documents based on the Outcome-Based Education (OBE) framework and the constructive alignment theory. The findings reveal that the curriculum demonstrates strong coverage in sustainability (77%) and multilevel governance (73%), while showing moderate coverage in diplomacy (64%) and community responsiveness (55%). In contrast, digital literacy and crisis adaptability are not explicitly accommodated in the curriculum (0%). The analysis also identifies a misalignment between program learning outcomes and course-level implementation, resulting in several strategic competencies being insufficiently integrated. This study recommends competency-based curriculum renewal through strengthening learning outcomes, integrating digital literacy and crisis adaptability, and enhancing curriculum alignment based on OBE principles to improve graduates' readiness for the evolving challenges of global tourism governance. ABSTRAK Perkembangan tata kelola pariwisata global menuntut kurikulum Program Studi Hubungan Internasional mampu menghasilkan lulusan yang memiliki kompetensi sesuai dengan kebutuhan kontemporer, seperti keberlanjutan, diplomasi, literasi digital, adaptabilitas krisis, dan tata kelola kolaboratif. Namun, kajian yang mengevaluasi kesesuaian kurikulum terhadap kompetensi tersebut masih terbatas sehingga kesenjangan antara capaian pembelajaran dan tuntutan tata kelola pariwisata global belum terpetakan secara komprehensif. Penelitian ini bertujuan menganalisis kesenjangan kurikulum Program Studi Hubungan Internasional Universitas Sulawesi Barat terhadap kompetensi tata kelola pariwisata global. Penelitian menggunakan pendekatan kualitatif dengan metode analisis konten deduktif terhadap dokumen kurikulum berdasarkan kerangka Outcome-Based Education (OBE) dan teori constructive alignment. Hasil penelitian menunjukkan bahwa kurikulum memiliki kekuatan pada dimensi keberlanjutan (77%) dan tata kelola multilevel (73%), tetapi masih menunjukkan kesenjangan pada dimensi diplomasi (64%), responsivitas komunitas (55%), serta belum mengakomodasi literasi digital dan adaptabilitas krisis (0%). Selain itu, ditemukan ketidaksesuaian antara capaian pembelajaran program studi dan implementasinya pada tingkat mata kuliah sehingga beberapa kompetensi strategis belum terintegrasi secara optimal. Penelitian ini merekomendasikan pembaruan kurikulum berbasis kompetensi melalui penguatan learning outcomes, integrasi literasi digital, adaptabilitas krisis, serta penyelarasan kurikulum sesuai prinsip OBE guna meningkatkan relevansi lulusan terhadap dinamika tata kelola pariwisata global.]]>
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