Bachelor of Science in Learning Engineering and Educational Artificial Intelligence
Education technology is the fastest growing category of educational spending in Africa and the least evidenced. Systems are procured on demonstration rather than on learning gain, and almost nobody inside ministries, schools or companies is...
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: 2031.
Roles
- Learning engineer
- instructional designer
- educational data analyst
- assessment designer
- education technology product specialist
- curriculum developer
- corporate learning designer
- monitoring and evaluation specialist for education programmes.
Employer types
- Education technology companies
- universities and school networks
- ministries of education and examinations bodies
- corporate learning and development functions
- development organisations funding education
- publishers
- and student founded education ventures.
Target outcomes we hold ourselves to
- A rapidly growing and internationally portable specialisation with strong remote work availability in instructional design.
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
Am I eligible?
Check yourself against the published requirements
7 questions written specifically for Bachelor of Science in Learning Engineering and Educational Artificial Intelligence. 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 |
| EFH 110 | Learning Science and Cognition Both | 5 | 3-2-2 |
| EFH 111 | Instructional Design Foundations Performance | 5 | 1-0-8 |
| EFH 112 | Programming and Data Handling for Education Performance | 5 | 2-2-4 |
| EFH 113 | Education Systems, Policy and Context Objective | 4 | 3-2-0 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 102 | Quantitative Reasoning and Evidence Both | 4 | 2-2-0 |
| EFH 130 | Assessment Design, Validity and Both | 5 | 3-2-2 |
| EFH 131 | Multimedia and Digital Learning Production Performance | 5 | 1-0-8 |
| EFH 132 | Statistics and Educational Measurement Both | 5 | 3-2-2 |
| EFH 133 | Curriculum Design and Alignment Both | 4 | 2-2-2 |
| COP 190 | Workplace Immersion (4 weeks, recess term) Performance | 0 | 0-0-0 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 201 | Ethics, Society and the African Context Both | 4 | 2-2-0 |
| EFH 210 | Learning Analytics and Educational Data Science Performance | 5 | 2-2-4 |
| EFH 211 | Adaptive Systems and Intelligent Tutoring Performance | 5 | 2-2-4 |
| EFH 212 | Learning Engineering Studio: Build and Test Performance | 5 | 1-0-8 |
| EFH 213 | Ethics, Equity and Data Protection in Education Both | 3 | 1-2-2 |
| 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 |
| EFH 230 | Education Placement: School, Institution or Company Performance | 5 | 0-0-0 |
| EFH 231 | Experimental Evaluation of Learning Interventions Performance | 3 | 1-0-4 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 301 | AI Fluency II: Building, Evaluating and Auditing Both | 4 | 2-2-0 |
| COP 390 | Co-operative Education Placement II (6 months) Performance | 10 | 0-0-0 |
| EFH 310 | Designing for Access: Low Connectivity, Language and Disability Performance | 5 | 1-0-8 |
| EFH 311 | Learning Platforms, Standards and Interoperability Performance | 3 | 1-0-4 |
| Code | Course | CU | Hours |
|---|---|---|---|
| FDC 302 | Enterprise, Employability and Financial Literacy Both | 4 | 2-2-0 |
| FDC 401 | AI Fluency III: Domain Deployment, Governance and Assurance Both | 3 | 1-2-0 |
| FDC 402 | Capability Portfolio and Day One Preparation Both | 3 | 1-2-0 |
| EFH 330 | Learning Engineering Capstone: Deployed Learning System (client verified) Performance | 8 | 0-2-14 |
| EFH 331 | Education Enterprise, Procurement and Impact Claims Both | 4 | 2-2-2 |
Total credit units: 134
Curriculum source
Forward University Curriculum Compendium
Assessment
Coursework + project + integrated exam
Work-integrated learning
12 months paid co-operative education
Your week at Forward
A typical week on Bachelor of Science in Learning Engineering and Educational Artificial Intelligence
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 · this step is worth 23 CU
Cumulative
23
Programme total
132
23 CU of 132 CU completed by the end of this step (17%)
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 Reasoning CriticalLevel 4 of 4, Leading
- C3Ethical and Contextual JudgementLevel 4 of 4, Leading
- C4Communication and PersuasionLevel 4 of 4, Leading
- C5Disciplinary MasteryLevel 4 of 4, Leading
- C6Technical Production and CraftLevel 4 of 4, Leading
- C7Problem Framing and Systems Thinking CriticalLevel 4 of 4, Leading
- C8Collaboration and Multidisciplinary TeamingLevel 4 of 4, Leading
- 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 Contribution CriticalLevel 4 of 4, Leading
Critical capabilities for this programme: Intelligent Systems Fluency · Quantitative and Evidential Reasoning · Problem Framing and Systems Thinking · Stewardship and Public Contribution. 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 1Apply learning science and cognitive research to the design of instruction.
- PLO 2Design, build and iterate learning experiences for digital and blended delivery.
- PLO 3Design valid, reliable and fair assessments and interpret their results.
- PLO 4Analyse educational data and evaluate whether learning actually occurred.
- PLO 5Build and evaluate adaptive and intelligent tutoring components.
- PLO 6Run experiments and evidence based evaluations of learning interventions.
- PLO 7Design for learners with limited connectivity, devices language access or prior schooling.
Why this programme exists
Education technology is the fastest growing category of educational spending in Africa and the least evidenced. Systems are procured on demonstration rather than on learning gain, and almost nobody inside ministries, schools or companies is...
Admission requirements
UACE with two principal passes in any subjects, plus UCE with five passes including Mathematics and English. 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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