The Influence of Epistemological Assumptions in Competence-Based Education on the Development of Engineering Knowledge and Professional Competencies in BTech Programmes in Rwanda

Abstract: This study investigates how epistemological assumptions embedded in Competence-Based Education (CBE) frameworks influence the development of engineering knowledge and professional competence in Bachelor of Technology (BTech) programmes in Rwanda. Conducted at the first institution accredited to offer BTech programmes in Rwanda, the research provides a distinctive context for examining how such assumptions shape engineering education. Using a convergent mixed-methods design, the study analysed BTech curriculum documents, surveyed 169 participants—including 45 lecturers, 89 students and 22 industry stakeholders—and conducted semi-structured interviews with 25 key informants. The results revealed tensions between the behaviourist assumptions underlying CBE frameworks and the complex, holistic nature of engineering knowledge. Although 78.2% of lecturers reported that CBE frameworks provided clear learning outcomes, 63.4% were concerned that complex engineering knowledge was being reduced to measurable competencies. Document analysis identified four epistemological orientations: positivist, constructivist, critical and pragmatic. Positivist assumptions predominated in assessment frameworks (72.8%). Students performed better in practical competence (mean = 76.4%) than in theoretical understanding (mean = 58.7%), suggesting that current CBE implementation may prioritise procedural knowledge over conceptual depth. Industry stakeholders reported their highest satisfaction with graduates’ practical skills (77.3%), while satisfaction was lower for professional judgement (54.5%) and ethical reasoning (52.3%). Reflective practice correlated strongly with intellectual autonomy (r = 0.87, p < 0.001). The study concludes that epistemological pluralism—the integration of multiple forms of knowing— is essential to the development of well-rounded engineering professionals. It recommends systematically integrating theoretical knowledge with practical competence, developing lecturers’ understanding of epistemic cognition and strengthening industry– university collaboration in curriculum design and assessment.

Keywords: epistemological assumptions; competence-based education; BTech programmes; engineering education; Rwanda