Physics-Technology Department

The IPA's Physics-Technology Department offers a three-year Bachelor's degree in Physics-Technology. This degree prepares future teachers and teaching specialists of science and technology for the Burundian and African context. The programme combines three inseparable pillars: mastery of content in physics and technology (mechanics, electricity, thermodynamics, renewable energy, digital technologies), a deep understanding of technological learning processes (innovation, technical problem solving, computational thinking), and the teaching skills to turn this expertise into effective and creative learning for pupils.

This is not a programme in "abstract physics". It is practical preparation for teaching physics and technology as tools for understanding and transforming the world. Students leave the Department not only as specialists in physics and technology, but as reflective educators able to adapt teaching to the specific context of Burundi, and to prepare learners for the technological opportunities of the 21st century.

The Department brings together an innovative community that experiments, codes and debates together. Graduates work as secondary school teachers, teacher trainers, educational technology coordinators and researchers in the didactics of applied sciences in Burundi.

• Master content in physics and technology: mechanics, electricity, thermodynamics, renewable energy, digital technologies;
• Design educational technology projects;
• Acquire the teaching and didactic skills to teach physics and technology;
• Integrate digital tools into teaching.

Three principles shape the Physics-Technology Department and reflect the IPA's teaching approach.

Principle 1: Progressing from physical theory to technological application to teaching

The six semesters are not a series of isolated courses. They form an intentional progression from understanding physics, to technological competence, to the ability to teach. The first two semesters lay the foundations: classical mechanics, electricity, thermodynamics, an introduction to digital technologies, an introduction to learner psychology and cognitive development. In the third semester, students go deeper: optics and waves, electromagnetism, renewable energy, web technologies and mobile applications. In the fourth semester, the teaching focus becomes explicit: students take "Pedagogy and Didactics" — theory of teaching, setting learning objectives, teaching strategies, assessment. In the fifth semester: "Special Didactics of Applied Sciences and Technologies" — how to apply this theory specifically to the teaching of physics and technology, integrating digital tools in the classroom, designing educational technology projects. In the sixth semester: teaching placements in real schools, supported by IPA supervisors.

This progression ensures that every student first masters physics and technology, then learns how to teach them, and then practises them in a real context.

Principle 2: Integrating contextualised and sustainable technologies

The curriculum does not limit technology to laboratory theory or gadgets. Alongside the formal fundamentals, students explore applications of science and technology to the African context: renewable energy for Africa, water systems and rural electrification, mobile technologies for education, digital solutions to local challenges. They discover how to teach physics and technology not as detached disciplines, but as tools for social transformation and sustainable development. This grounding in relevance and sustainability makes teaching motivating and empowering for African pupils.

Principle 3: Balancing theory, practice and innovation at every stage

Each course combines lectures (physical and technological theory), tutorials (problem solving), practical work with equipment (experimentation and prototyping), teaching design work (designing classroom projects) and group work (collaborative learning and innovation). It is not "theory first, then practice". It is a constant alternation, so that every physical or technological concept is immediately applied, tested and discussed from a teaching perspective.

The Bachelor's degree in Physics-Technology is organised over three years (six semesters) according to the ECTS system. Each semester is worth 30 credits, i.e. 60 credits per year. The teaching load amounts to 450 hours per semester, i.e. 2,700 hours over the three years, divided between lectures (CM), tutorials (TD), practical and laboratory work (TP), independent student work (TPE) and group work (TGE). At the end of the six semesters, students receive the official Bachelor's degree in Physics-Technology recognised by the University of Burundi.

To be admitted to the first year of the Bachelor's (BAC 1), applicants must meet the general admission conditions set by the University of Burundi:

1. Hold the Burundian State Diploma (State Examination) or a qualification recognised as equivalent;
2. Be placed in or admitted to an IPA department through the official admission procedure held each year;
3. Submit an application file within the deadlines set by the Directorate of Academic Services.

For the procedure and the programme choice platform, see the Bachelor's Admissions page.