Global rapid economic growth has made major impacts on higher education institutes in Thailand for the past 10 years. It seems that knowledge has become less important than skills and abilities to perform. Graduates possessing in-depth knowledge in the subjects may find it difficult to find a job without exhibiting practical abilities and necessary skills such as foreign language communication skills, higher order thinking skills, and multitasking skills. This notion implies that without any adjustment in higher education’s thinking approach, the unchanged paradigm of curriculum and instruction (C&I) in higher education may eventually become worthless. Thus, recently, revision of learning outcomes has been set as the first priority to be changed in higher education programs in a number of universities in Thailand as it appeared that Thai society in general has now placed more emphasis on the ability to perform than on the core of knowledge possessed by the graduates. The sole in-depth understanding of knowledge in certain fields of studies is no longer addressed as the learning outcome of the programs but may be replaced by competency in specific areas. Hence, higher education institutes inevitably adopt the concept of competency-based curriculum. As learners’ expectations have changed, the nature of instruction must therefore be adjusted accordingly. Directed instruction, namely lectures, is not sufficient to equip students with competence, but active learning instruction might be the key. Also, with the technological advances, students’ active learning could be much more powerful and efficient, especially the blended learning.