Philosophical Integration and the Role of Lecturers in Guiding Alternative Assessments for General Studies Courses

This article examines the integration of alternative assessments, such as role-plays and debates, in general studies courses like Philosophy and Current Issues and the critical role of lecturers in facilitating these assessments. General studies aim to cultivate critical thinking and ethical reasoning, but the implementation of innovative assessment strategies remains a challenge. The study addresses the problem of aligning assessment methods with philosophical learning outcomes, emphasizing the need for structured lecturer guidance and clear evaluation criteria to ensure student success. A quantitative survey method was employed, gathering responses from 122 students enrolled in FIS courses. The data were collected through structured questionnaires and analyzed using descriptive statistical methods. Findings reveal that 82% of students benefited from consistent lecturer guidance, 71.3% reported improved philosophical understanding through role-plays, and 79.5% found rubrics integral to clarifying task requirements. These results highlight the interconnected roles of alternative assessments, lecturer scaffolding, and structured feedback in enhancing learning outcomes. The study concludes that effective philosophical education requires active learning strategies supported by lecturer facilitation and transparent assessment tools. Future research should explore the integration of digital tools and AI-driven feedback systems to further support alternative assessments in philosophical education. Additionally, longitudinal studies could examine how these approaches influence long-term critical thinking and ethical reasoning skills.