Abstract: 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.
Keywords: Inclusive education, perception and classroom practice of Tutors; competence-based curriculum; teacher training colleges; cross-cutting issues.
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
Author: Mr. Theoneste Nkurunziza, Mr. Pascal Ndayisaba, Mr. Ignace Habakwizera, Mr. Jean Habonimana, Ms. Marie Chantal Umumararungu
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 1, January 2026 - March 2026
Page No: 123-131
Research Publish Journals
Website: www.researchpublish.com
Published Date: 13-February-2026
Amendment Date: 17-February-2026
