Cohesion is an important foundation for evaluating the quality of training programs based on the compatibility between output standards, teaching methods and assessment methods. The paper investigates the alignment between teaching methods and learning outcomes in higher education, highlighting the theoretical basis and current situation at Can Tho University. It critically examines the coherence between intended learning outcomes, teaching methods, and assessment methods, emphasizing John Biggs's constructivist alignment principle. Despite the variety of teaching methods identified, the predominant use of traditional lecturing indicates a one-dimensional transmission approach, which may not effectively address the comprehensive learning outcomes required. The findings suggest a need for diversifying teaching methods to foster critical thinking, practical skills, and independent learning, aligning more closely with the intended learning outcomes and enhancing overall educational quality. Recommendations include faculty development programs to update teaching methodologies, ensuring a more integrated and effective curriculum design