Integrated competency-based education in a traditional accounting course: a reflective case

Purpose This paper provides a reflective account of implementing an integrated competency-based education (ICBE) model in an accounting course at Qatar University. The goal was to align pedagogy with emerging demands for mastery, transparency and graduate readiness. Design/methodology/approach Using a practitioner-reflective methodology, the paper documents the pedagogical design, implementation process and classroom observations. Findings The ICBE model fostered deeper student engagement, improved formative assessment practices and enhanced peer-supported learning. However, several implementation challenges arose, including student adjustment difficulties and institutional misalignment. Research limitations/implications The findings are context-specific and not based on quantitative analysis, limiting their generalizability. However, the reflections provide a foundation for future empirical research on CBE implementation in the Arab region and beyond. Practical implications The paper offers practice-based recommendations for educators and university leaders interested in piloting ICBE within conventional systems. Key recommendations include clarifying competencies, using adaptive assessments, scaffolding peer learning and preparing students for mindset shifts. Social implications By supporting inclusive, equitable and mastery-based learning, the ICBE model contributes to the United Nations’ SDG 4 (Quality Education). It promotes ethical, student-centered teaching that accommodates diverse learners and fosters readiness for a dynamic, interdisciplinary job market. Originality/value This study is among the first reflective case accounts of implementing ICBE in a traditional Arab university context. It introduces practical strategies that adapt global competency-based education (CBE) models to regional realities.