The post-pandemic transformation of higher education has accelerated the shift toward skill-based, outcome-oriented, and human-centred curricula. In Malaysia, universities and Technical and Vocational Education and Training (TVET) institutions face growing pressure to produce graduates with critical thinking, adaptability, and resilience in line with the Malaysia Education Development Plan 2025–2030. Yet, gaps persist between policy and practice. This study introduces the “Pregnant Curriculum” metaphor, which frames curriculum design as a developmental process moving through conception, growth, and delivery. Grounded in Outcome-Based Education (OBE), Constructive Alignment, Backward Design, and Curriculum Metaphor Theory, the model integrates cognitive and affective learning dimensions to promote holistic graduate development. Using a Design-Based Research (DBR) approach, 33 Malaysian curriculum practitioners from Universiti Teknikal Malaysia Melaka (UTeM) evaluated the metaphor through a professional development workshop. Over 80% demonstrated moderate to high understanding, confirming its clarity and relevance. Findings show the metaphor strengthens conceptual alignment and reflective engagement but requires contextual scaffolding for broader application. The study concludes that metaphorical framing enhances curriculum ownership and bridges the policy–practice divide, supporting Malaysia’s goal of sustainable, human-centred education under SDG 4 (Quality Education).
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