<![CDATA[As higher education systems worldwide face increasing pressure to demonstrate measurable learning outcomes and respond to changing societal and labor-market needs, Outcome-Based Education (OBE) has become increasingly important for curriculum transformation. This study analyzes OBE implementation in the Non-Formal Education Program at Universitas Negeri Semarang (UNNES), Indonesia, and the Lifelong Learning Program at Chulalongkorn University, Thailand, focusing on implementation strategies, challenges, and opportunities. Using a qualitative comparative case study, data were collected from lecturers, students, program managers, and alumni through interviews, observations, curriculum document analysis, and focus group discussions, and analyzed using the Miles and Huberman interactive model and cross-case comparison. Findings show that UNNES implements OBE with reference to the Indonesian National Qualifications Framework (KKNI), emphasizing local needs and community empowerment, whereas Chulalongkorn University integrates OBE within a lifelong learning framework characterized by credit flexibility, Recognition of Prior Learning, and alignment with the ASEAN Qualifications Reference Framework (AQRF). Both institutions face challenges related to authentic assessment consistency, faculty preparedness, and diverse student backgrounds. Nevertheless, international collaboration, portfolio-based assessment, and sister-curriculum development offer significant opportunities. The study demonstrates how institutional contexts shape OBE implementation and contributes to developing adaptive, inclusive, and student-empowering higher education models in Southeast Asia.]]>
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