Decolonising Engineering Education through Locally Relevant Problem-Based Learning: A Reflective Analysis of the Bambasonke Design Challenge Toolkit Implementation

The decolonization of engineering curricula in South Africa requires pedagogical approaches that connect academic learning with local socio-technical challenges. This paper describes the development and implementation of a Bambasonke Design Challenge Toolkit (DCT), a locally relevant Problem-Based Learning resource. Using Gibbs' (1988) reflective cycle as an analytical framework, we analyzed the simultaneous pilot implementation of the DCT across two South African institutions during 2024: an introductory civil engineering course at a Traditional University (119 students) and a communications course at a University of Technology (35 students). Data were collected through structured reflective conversations between implementing researchers and analyzed using inductive thematic analysis. Our findings reveal both significant challenges and promising outcomes. While real-time material development created pressure on educators, students demonstrated enhanced engagement with contextually relevant problems and improved understanding of relationships between social and technical systems. The contrasting experiences across institutional contexts highlight the toolkit's adaptability, while revealing critical implementation factors including adequate preparation time, appropriate class sizes and institutional support structures. This work contributes practical insights into developing locally relevant PBL materials for decolonizing engineering education, demonstrating both the transformative potential and implementation realities of context-specific pedagogical approaches.