<![CDATA[Objective: The purpose of this study was to examine the alignment between learning outcomes, teaching practices, and assessments implemented in sakubun courses at universities in Indonesia. Method: A qualitative comparative approach was used as the research method. The study was conducted at UNJ, Undiksha, and UNNES. Data were collected through document analysis, classroom observations, and semi-structured interviews, and analyzed using thematic analysis to identify patterns of alignment and teaching practices across institutions. Results: The findings revealed varying patterns of alignment, ranging from relatively strong alignment supported by structured instruction and integrated assessment to weaker alignment characterized by limited scaffolding and inconsistent feedback. Furthermore, variations in student competency, challenges in maintaining authenticity in writing in the context of AI use, and imbalances in instructional support emerged as significant contextual factors. This study contributes to the literature by expanding the concept of constructive alignment beyond a static framework toward a more adaptive and context-sensitive model for teaching foreign language writing in higher education. Novelty: This study extends the concept of constructive alignment beyond a static framework by positioning feedback as its central adaptive mechanism in response to learner diversity, AI-mediated writing, and the unique pedagogical demands of Sakubun, where linguistic accuracy, cultural appropriateness, and recursive writing development require a more dynamic instructional model than conventional Western-oriented writing frameworks. By employing a cross-institutional comparative design across three Indonesian universities, the study also generates transferable insights into systemic alignment patterns, moving beyond a localized case study toward a context-sensitive model for Japanese writing instruction in higher education.]]>
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