<![CDATA[Rapid technological transformation has reshaped workplace competency requirements, challenging higher education institutions to develop curricula that remain relevant to evolving industrial needs. Although Outcome-Based Education (OBE) has been widely adopted, curriculum development frequently relies on institutional assumptions rather than systematic evidence regarding workplace competency expectations. This study analyzes workplace competency requirements as an empirical basis for developing an OBE curriculum in the Information Technology Education (PTI) Study Program. A sequential explanatory mixed-methods design was employed, involving 219 stakeholders, including teachers, lecturers, students, alumni, and ICT industry practitioners. Quantitative data were analyzed using descriptive statistics and simple linear regression, while qualitative data were examined through thematic analysis. The findings indicate that workplace competency requirements were perceived at a very high level (Mean = 4.23), whereas the suitability of the existing OBE curriculum was rated high (Mean = 4.06). Regression analysis revealed a positive and significant relationship between workplace competencies and curriculum suitability (β = 0.672, R² = 0.299, p < 0.05). This study contributes by proposing stakeholder-driven workplace competency mapping as an evidence-based foundation for OBE curriculum development, extending the conventional focus of OBE from curriculum alignment toward industry-responsive curriculum design. These findings provide practical guidance for strengthening curriculum relevance, graduate employability, and sustainable university–industry collaboration.]]>
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