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Tutors' Perceptions and Classroom Practices of Inclusive Education as Cross-Cutting Issues within the Competence-Based Curriculum: A Qualitative Case Study of Gatsibo and Nyamata Teacher Training Colleges in Rwanda

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Main Author:	Amendment Date: 17 February 2026
Format:	Recurso digital
Language:	English
Published:	Zenodo 2026
Subjects:	Inclusive education perception and classroom practice of Tutors competence-based curriculum teacher training colleges cross-cutting issues
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_version_	1866902020552654848
author	Amendment Date: 17 February 2026
author_facet	Amendment Date: 17 February 2026
contents	<p><strong><span lang="EN-US">Abstract:</span></strong><span lang="EN-US"> The paper aims to understand the teacher perception and implementation of an inclusive approach by the teacher as a cross-cutting factor in Competence-Based Curriculum (CBC) in Gatsibo and Nyamata Teacher Training Colleges in Rwanda. In this study, the researcher adopted a qualitative approach, which involved carrying out a case study and interviewing two principals and eight tutors, who were sampled using the purposive method. Thematic analysis of the data is employed in the study. The results indicated that the principals and tutors have favorable views of inclusive education and acknowledge it to be a shared responsibility inherent to CBC. The learner diversity has been addressed with the aid of strategies that were addressed as tutor-centered strategies (group work, differentiated instructions, and continuous assessment). However, factors like class size, lack of facilities, and lack of special training form major barriers to implementing these strategies fully. The research concludes that even though the commitment to the concept of inclusive education exists, it is vital to reinforce teacher development to ensure the sustainability of this practice in teacher training colleges.</span></p> <p><strong><span lang="EN-US">Keywords:</span></strong><span lang="EN-US"> Inclusive education, perception and classroom practice of Tutors; competence-based curriculum; teacher training colleges; cross-cutting issues.</span></p> <p><strong><span lang="EN-US">Title:</span></strong><span lang="EN-US"> Tutors’ Perceptions and Classroom Practices of Inclusive Education as Cross-Cutting Issues within the Competence-Based Curriculum: A Qualitative Case Study of Gatsibo and Nyamata Teacher Training Colleges in Rwanda</span></p> <p><strong><span lang="EN-US">International Journal of Social Science and Humanities Research  </span></strong></p> <p><strong><span lang="EN-US">ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</span></strong></p> <p><strong><span lang="EN-US">Vol. 14, Issue 1, January 2026 - March 2026</span></strong></p> <p><strong><span lang="EN-US">Page No: 123-131</span></strong></p> <p><strong><span lang="EN-US">Research Publish Journals</span></strong></p> <p><strong><span lang="EN-US">Website: www.researchpublish.com</span></strong></p> <p><strong><span lang="EN-US">Published Date: 13-</span></strong><strong><span lang="EN-US">February</span><span lang="EN-US">-2026</span></strong></p> <p> </p>
format	Recurso digital
id	zenodo_https___doi_org_10_5281_zenodo_18628353
institution	Zenodo
language	eng
publishDate	2026
publisher	Zenodo
record_format	zenodo
spellingShingle	Tutors' Perceptions and Classroom Practices of Inclusive Education as Cross-Cutting Issues within the Competence-Based Curriculum: A Qualitative Case Study of Gatsibo and Nyamata Teacher Training Colleges in Rwanda Amendment Date: 17 February 2026 Inclusive education perception and classroom practice of Tutors competence-based curriculum teacher training colleges cross-cutting issues <p><strong><span lang="EN-US">Abstract:</span></strong><span lang="EN-US"> The paper aims to understand the teacher perception and implementation of an inclusive approach by the teacher as a cross-cutting factor in Competence-Based Curriculum (CBC) in Gatsibo and Nyamata Teacher Training Colleges in Rwanda. In this study, the researcher adopted a qualitative approach, which involved carrying out a case study and interviewing two principals and eight tutors, who were sampled using the purposive method. Thematic analysis of the data is employed in the study. The results indicated that the principals and tutors have favorable views of inclusive education and acknowledge it to be a shared responsibility inherent to CBC. The learner diversity has been addressed with the aid of strategies that were addressed as tutor-centered strategies (group work, differentiated instructions, and continuous assessment). However, factors like class size, lack of facilities, and lack of special training form major barriers to implementing these strategies fully. The research concludes that even though the commitment to the concept of inclusive education exists, it is vital to reinforce teacher development to ensure the sustainability of this practice in teacher training colleges.</span></p> <p><strong><span lang="EN-US">Keywords:</span></strong><span lang="EN-US"> Inclusive education, perception and classroom practice of Tutors; competence-based curriculum; teacher training colleges; cross-cutting issues.</span></p> <p><strong><span lang="EN-US">Title:</span></strong><span lang="EN-US"> Tutors’ Perceptions and Classroom Practices of Inclusive Education as Cross-Cutting Issues within the Competence-Based Curriculum: A Qualitative Case Study of Gatsibo and Nyamata Teacher Training Colleges in Rwanda</span></p> <p><strong><span lang="EN-US">International Journal of Social Science and Humanities Research  </span></strong></p> <p><strong><span lang="EN-US">ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</span></strong></p> <p><strong><span lang="EN-US">Vol. 14, Issue 1, January 2026 - March 2026</span></strong></p> <p><strong><span lang="EN-US">Page No: 123-131</span></strong></p> <p><strong><span lang="EN-US">Research Publish Journals</span></strong></p> <p><strong><span lang="EN-US">Website: www.researchpublish.com</span></strong></p> <p><strong><span lang="EN-US">Published Date: 13-</span></strong><strong><span lang="EN-US">February</span><span lang="EN-US">-2026</span></strong></p> <p> </p>
title	Tutors' Perceptions and Classroom Practices of Inclusive Education as Cross-Cutting Issues within the Competence-Based Curriculum: A Qualitative Case Study of Gatsibo and Nyamata Teacher Training Colleges in Rwanda
topic	Inclusive education perception and classroom practice of Tutors competence-based curriculum teacher training colleges cross-cutting issues
url	https://doi.org/10.5281/zenodo.18628353