EXPLORING OPERATIONAL STRATEGIES IN IELTS PREPARATION: HOW KOBI EDUCATION DEVELOPS TUTORS, CURRICULUM, AND TECHNOLOGY TO ENHANCE STUDENT SATISFACTION AND INTERNATIONAL BUSINESS COMPETITIVENESS

Abstract

The International English Language Testing System (IELTS) is a widely recognized benchmark for English proficiency required in both academic and professional settings. Despite its importance, Indonesia continues to face challenges in helping students achieve the minimum IELTS score necessary for international mobility. This study investigates how Kobi Education, an Indonesian EdTech company, integrates tutor development, curriculum design, and technology implementation to enhance student satisfaction in IELTS preparation. A qualitative case study approach was employed, drawing on semi-structured interviews with seven internal stakeholders—tutors, academic staff, operations, IT, and recruitment personnel—supplemented by document analysis. Using thematic analysis, five major themes emerged: tutor development, curriculum adaptability, technology integration, student satisfaction, and integrated operational strategy. The findings reveal that Kobi Education applies rigorous tutor recruitment and continuous professional development, iterative curriculum updates aligned with international standards, and technology platforms that facilitate both learning and administrative processes. These strategies collectively form an integrated feedback loop that strengthens student satisfaction, despite challenges such as limited IT resources, cross-departmental coordination issues, and uneven participation in feedback. The study contributes to EdTech and educational management literature by demonstrating how a resource-based and service operations strategy can be applied to IELTS preparation. The implications extend to international business, as improving English proficiency directly supports global workforce mobility and Indonesia’s competitiveness in the education sector.