Implementing and assessing competency-based education in low-resource environments: Insights from the Tunisian experience

Abstract

Competency-Based Education is increasingly promoted in higher education to strengthen competency development and alignment with professional demands, yet its implementation remains challenging in resource-constrained contexts. This study explores how CBE is adapted in Tunisian higher education through an exploratory qualitative study involving nine PhD-holding university instructors across six academic fields. Findings show a gradual, discipline-sensitive adoption, initially in entrepreneurship and soft skills and subsequently in technical fields such as finance and statistics. Despite resources, time, technological, and organizational constraints, instructors combine competency-oriented practices with traditional teaching, resulting in a context-sensitive hybrid form of CBE. This adaptive process is structured around five interrelated factors: competency-aligned pedagogical design; adapted and differentiated learning; continuous assessment, feedback and remediation; a reconfigured teacher role; and the strategic mobilization of digital and professional resources. The findings highlight the need for institutional support through professional development, digital infrastructure, competency-tracking tools, and phased policy measures to promote sustainable CBE implementation.