Toward Curriculum–Industry Alignment in FinTech Education: A Conceptual Framework Linking Digital Competence and Critical Thinking at Changchun Sci-Tech University, China

Abstract

This conceptual paper introduces a scenario-based, competency-driven framework to improve the curriculum–industry alignment of FinTech education at Changchun Sci-Tech University, China. Drawing on Core Competency Theory, Competency-Based Education, and the CIPP evaluation model, the study examines how critical thinking and digital competence—as key student competencies—serve as strategic inputs for curriculum design. It emphasizes that integrating these skills into academic programs is essential for aligning higher education with the evolving demands of the FinTech industry. The paper outlines methodological considerations for future empirical validation and contributes to the ongoing discourse on curriculum reform by offering theoretical, practical, and policy-level insights into preparing graduates for the digital economy in China.