Bachelor of Science in Education Technology
Education across the region is being reshaped by technology faster than institutions can absorb it, and the missing profession is the one that sits between the teacher, the learner and the system: the education technologist who can design learning, build and evaluate the tools, and make technology ...
Employment thesis
What this programme is designed to produce
Forward publishes the destination of every programme before you enrol. If the thesis stops holding, the programme is reviewed and, where necessary, retired. Next review: 2032.
Roles
- Education technologist
- learning experience designer
- instructional designer
- education product analyst
- learning platform specialist
- learning data and analytics specialist
- digital learning lead
- education technology founder
Employer types
- Schools
- universities and training institutions
- education technology and platform firms
- corporate learning and development functions
- development and education programmes
- ministries and education agencies
- publishers and content firms
- the graduate's own venture
- international education organisations, incubated through the Forward Venture Studio
Target outcomes we hold ourselves to
- This programme targets strong graduate compensation in a growing, remote accessible field and supports ventures. Progression routes include the MEd in Education Leadership and doctoral study.
Compulsory · The Forward Core
How the Core works →Every Forward programme, including this one, carries the same five cross-cutting requirements. They are graded, not optional.
- AI Fluency
- Quantitative Reasoning
- Ethics and African Context
- Human-Advantage Skills
- Enterprise
Includes 12 months paid work-integrated learning
Students complete COP 190 Workplace Immersion in the Year 1 recess term, COP 290 Co-operative Education Placement I (six months, paid, assessed) and COP 390 Co-operative Education Placement II (six months, paid, assessed), totalling not fewer than twelve months. Placement hosts are contracted by the Co-operative Education Office. The employer completes a structured capability assessment carrying 40 to 50 per cent of the placement mark and signs the capability claims that enter the Capability Passport. Online students are placed with accredited hosts in their own city or country under remote academic supervision, or have their existing employment accredited as the placement site under Part D4. Read the co-op commitment
Am I eligible?
Check yourself against the published requirements
7 questions written specifically for Bachelor of Science in Education Technology. Every answer is checked against a requirement Forward has published, and the result tells you which page that requirement comes from. Indicative only, the admissions office decides on your full file.
What is the highest qualification you hold or are completing?
Curriculum structure
The same degree, in both pathways
Every Forward programme is published in both pathways: Path One, the term plan of two six-month terms, and Path Two, the block sequence of twelve four-week blocks. Same competencies, same assessments, same award. Toggle to see this programme in each.
Path One term plan shown
Path One · The Term Model
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 101 | AI Fluency I: How Intelligent Systems Work Both | 4 | 2-2-0 |
| BEDT 110 | Foundations of Learning and Cognition Performance | 5 | 2-2-4 |
| BEDT 111 | Programming and Computational Thinking Objective | 4 | 3-2-0 |
| BEDT 112 | Introduction to Education Technology Both | 5 | 3-2-2 |
| BEDT 113 | Data and Statistics for Education Both | 4 | 2-2-2 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 102 | Quantitative Reasoning and Evidence Both | 4 | 2-2-0 |
| BEDT 130 | Learning Design and Instructional Method Performance | 5 | 2-2-4 |
| BEDT 131 | Digital Learning Tools and Platforms Both | 5 | 3-2-2 |
| BEDT 132 | Assessment and Measurement of Learning Objective | 4 | 3-2-0 |
| BEDT 133 | Multimedia and Content Design Both | 4 | 2-2-2 |
| COP 190 | Workplace Immersion (4 weeks, recessterm) Performance | 0 | 0-0-0 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 201 | Ethics, Society and the African Context Both | 4 | 2-2-0 |
| BEDT 210 | Learning Experience Design Performance | 5 | 2-2-4 |
| BEDT 211 | Educational Data and Analytics Both | 4 | 2-2-2 |
| BEDT 212 | Building Learning Products Performance | 4 | 2-2-4 |
| BEDT 213 | Adaptive and Intelligent Tutoring Both | 5 | 3-2-2 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 202 | Human Advantage: Argument, Writing and Teams Both | 4 | 2-2-0 |
| COP 290 | Co-operative Education Placement I (6 months) Performance | 10 | 0-0-0 |
| BEDT 230 | Evaluation and Evidence in Education Performance | 6 | 3-2-4 |
| BEDT 231 | Access, Inclusion and Universal Design Both | 2 | 1-0-2 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 301 | AI Fluency II: Building, Evaluating and Auditing Both | 4 | 2-2-0 |
| BEDT 310 | Mobile and Low Resource Learning Performance | 6 | 3-2-4 |
| BEDT 311 | Learning Platforms and Systems Integration Performance | 5 | 2-2-4 |
| BEDT 312 | Teacher and Institutional Adoption Performance | 5 | 2-2-4 |
| BEDT 313 | Research Methods and Project Management Both | 2 | 1-0-2 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 302 | Enterprise, Employability and Financial Literacy Both | 4 | 2-2-0 |
| COP 390 | Co-operative Education Placement II (6 months) Performance | 10 | 0-0-0 |
| BEDT 330 | Learning at Scale and Online Delivery Performance | 5 | 2-2-4 |
| BEDT 331 | Intelligent Learning Systems and Personalisation Both | 3 | 1-2-2 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 401 | AI Fluency III: Domain Deployment, Governance and Assurance Both | 3 | 1-2-0 |
| BEDT 410 | Education Product Management Performance | 6 | 3-2-4 |
| BEDT 411 | Advanced Education Technology Performance | 5 | 2-2-4 |
| BEDT 412 | Learning Engineering and Systems Both | 4 | 2-2-2 |
| BEDT 413 | Education Technology Specialisation Elective I Objective | 4 | 3-2-0 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 402 | Capability Portfolio and Day One Preparation Both | 3 | 1-2-0 |
| BEDT 430 | Education Technology Capstone: A Built and Evaluated Learning Solution Performance | 9 | 0-2-16 |
| BEDT 431 | Ethics, Data and Safeguarding in Education Technology Both | 4 | 2-2-2 |
| BEDT 432 | Education Technology Specialisation Elective II Objective | 3 | 2-2-0 |
| BEDT 433 | Professional Practice and Education Technology Leadership Objective | 3 | 2-2-0 |
Total credit units: 176
Curriculum source
Forward University Curriculum Compendium
Assessment
Assessment follows Part E without variation. Across the programme the aggregate weighting is 35 per cent continuous assessment and built artefacts, 25 per cent authentic performance including practical examination and oral defence, 30 per cent external practitioner assessment in the final year, and not more than 40 per cent written examination in any single course. The capstone is client verified and the Day One Assessment contributes 5 per cent of the final year mark. Assessment principles. Assessment is authentic, criterion referenced and, for every capability claim above Level 2, verified by someone other than the teaching lecturer. There is no compensation between competencies: a student must master each one, and a marginal performance in one cannot be offset by strength in another. Feedback is returned quickly, within seven days of a block closing in the Block Sequence, so that it can inform the next unit. A student who does not yet meet the standard is given a further, structured attempt under Part E rather than being carried forward, which protects the value of the award while supporting progression. Reasonable adjustments for disability are made under Part D without altering the competency standard.
Work-integrated learning
Students complete COP 190 Workplace Immersion in the Year 1 recess term, COP 290 Co-operative Education Placement I (six months, paid, assessed) and COP 390 Co-operative Education Placement II (six months, paid, assessed), totalling not fewer than twelve months. Placement hosts are contracted by the Co-operative Education Office. The employer completes a structured capability assessment carrying 40 to 50 per cent of the placement mark and signs the capability claims that enter the Capability Passport. Online students are placed with accredited hosts in their own city or country under remote academic supervision, or have their existing employment accredited as the placement site under Part D4.
Your week at Forward
A typical week on Bachelor of Science in Education Technology
Path One, the Term Model: your own pace across a six-month term, one live session a week, short flexible lessons, and assessment on demand.
Monday
Tuesday
Wednesday
Thursday
Friday
Curriculum explorer
Drill into the degree, step by step
Choose a study path, then a year, then a term or block, then a course. Credit totals add up as you go, and every course shows what comes before it and what it unlocks.
Step 1, choose a year
Step 2, choose a term
TERM 1 (SIX MONTHS) | FORMERLY YEAR 1, SEMESTER 1 | YEAR 1 | 22
Year 1 · this step is worth 22 CU
Cumulative
22
Programme total
176
22 CU of 176 CU completed by the end of this step (13%)
Step 3, choose a course
Pick a course to see the detail
Credits, assessment, prerequisites and what each course unlocks later.
The twelve Forward capabilities
What this programme develops in you
Every Forward degree develops the same twelve cross-cutting capabilities. The profile below is the level this programme is designed to develop and verify by graduation, on the four-level scale in Part B2 of the Curriculum Compendium. Every claim above Level 2 is verified by someone other than the teaching lecturer.
- C1Intelligent Systems Fluency CriticalLevel 4 of 4, Leading
- C2Quantitative and Evidential ReasoningLevel 3 of 4, Independent
- C3Ethical and Contextual JudgementLevel 4 of 4, Leading
- C4Communication and PersuasionLevel 4 of 4, Leading
- C5Disciplinary Mastery CriticalLevel 4 of 4, Leading
- C6Technical Production and Craft CriticalLevel 4 of 4, Leading
- C7Problem Framing and Systems Thinking CriticalLevel 4 of 4, Leading
- C8Collaboration and Multidisciplinary TeamingLevel 3 of 4, Independent
- C9Enterprise, Value and Commercial LiteracyLevel 3 of 4, Independent
- C10Professional Conduct and Workplace PerformanceLevel 4 of 4, Leading
- C11Learning to Learn and Adaptive CapacityLevel 4 of 4, Leading
- C12Stewardship and Public ContributionLevel 4 of 4, Leading
Critical capabilities for this programme: Intelligent Systems Fluency · Disciplinary Mastery · Technical Production and Craft · Problem Framing and Systems Thinking. A graduate cannot pass out of this programme below the stated level on any capability marked critical.
Programme Learning Outcomes
What you will be able to do
Each outcome is assessed, and each is tagged with the Forward capabilities it is verified against.
- PLO 1Design effective learning experiences on evidence about how people learn.
- PLO 2Build and configure digital learning tools and platforms.
- PLO 3Evaluate a learning tool or intervention honestly for effect.
- PLO 4Analyse learning data to improve outcomes.
- PLO 5Design assessment that measures real learning.
- PLO 6Apply intelligent and adaptive systems to learning responsibly.
- PLO 7Design for access, inclusion and low resource contexts.
- PLO 8Support the adoption of technology by teachers and institutions.
- PLO 9Cost, pitch and defend C8 an education technology solution or venture.
- PLO 10Acquire and demonstrate C10 a new capability without formal instruction, evidenced in the Capability Passport.
Why this programme exists
Education across the region is being reshaped by technology faster than institutions can absorb it, and the missing profession is the one that sits between the teacher, the learner and the system: the education technologist who can design learning, build and evaluate the tools, and make technology actually improve outcomes rather than merely arrive. Forward University is itself an AI driven institution, and this programme is built on that foundation. It produces the learning designer and education technologist who can engineer effective, evidenced learning experiences and the platforms behind them, with real learners, real tools and real evaluation from Year 1.
Admission requirements
Uganda Advanced Certificate of Education with two principal passes; plus Uganda Certificate of Education with five passes including Mathematics and English. Applicants complete a structured reasoning task scored against Capabilities C2 and C7. All applicants must demonstrate competence in English, the language of instruction, through their qualifications or an approved proficiency test under Part A. International and non standard qualifications are assessed for equivalence against the profile above under the Credential Portability provisions, so that a suitably prepared applicant may enter from anywhere in the world. Selection considers the whole application, including the structured admission task, and is conducted without discrimination under the University's admissions policy. Alternative pathways: Foundation Year, diploma entry with advanced standing, mature age entry and recognition of prior learning, all governed by Part A5 and Part G. Online applicants additionally complete the compulsory Digital Readiness orientation under Part D6.
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