As means to achieve the targeted objectives for ITB Programs in general, the ITB Academic Senate has emphasized four important educational paradigms to be incorporated into the 2013 curriculum design, i.e.,
- Outcomes-based education.
- Learner-centered education.
- Continuous improvement.
- International accreditation and benchmarking.
These paradigms were emphasized in view of the competences and skills required to face the challenges of the twenty-first century, i.e., life-long learning, systems thinking, non-routine problem solving, the ability to work in interdisciplinary teams, and responsiveness towards contemporary issues.
The curriculum of UPB is described by first stating the Biology body of knowledge which forms the basis for curriculum development. In the curriculum, course modules are systematically positioned following a roadmap, and according to level of biological content, in such a way that by the end of the Program, the student will have achieved the intended learning outcomes.