Beyond the tool: A two-case study of faculty engagement with curriculum analytics for actionable insights

This study explores why faculty engage with curriculum analytics (CA) tools for learning outcomes (LOs) assessment and how such engagement generates actionable insights for continuous curriculum improvement. Using a two-case design across Latin American universities, we collected data through interviews, cognitive walkthroughs, and document analysis. Findings reveal that faculty engagement is not solely driven by tool adoption, but by an assessment process grounded in reflection, collaboration, and institutional support. Actionable insights emerged throughout the assessment cycle: during planning, as faculty aligned teaching with LOs; during implementation, through real-time pedagogical adjustments; and post-assessment, via visualizations generated by the CA tools. Faculty interpretation of these visualizations informed evidence-based decisions to improve course design and student learning. By documenting these dynamics across two distinct institutional contexts, the study provides empirical evidence and practical guidance for integrating CA into assessment processes, highlighting the importance of fostering a reflective culture to support sustainable engagement and continuous improvement. More broadly, the findings contribute to the LA field by moving beyond tool functionality to explain the organizational and cultural conditions required for impact, thereby addressing a persistent gap between technical innovation and demonstrated educational change.