Аннотация
Reforming engineering education is a strategic priority for emerging economies seeking to strengthen technological sovereignty, accelerate industrial modernization, and ensure sustainable development. The article presents a qualitative comparative review of engineering education reforms in Kazakhstan and sub-Saharan Africa, with an emphasis on institutional changes, quality assurance mechanisms, and ethical aspects of reform management. The theoretical basis of the research is the theory of human capital, the competence approach and the concept of sustainable development (SDG 4 and SDG 9). A qualitative comparative review design based on secondary data analysis was employed. The study reviewed 36 sources, including academic publications, policy documents, international reports, and accreditation materials published between 2012 and 2026. The study analyzes the adaptation of international models such as outcome-based education (OBE) and the Conceive–Design–Implement–Operate (CDIO) framework in various socio-economic and political contexts. The results show that both regions face similar structural challenges, including curriculum overload, limited integration with industry, infrastructural imbalances, and high teacher workload. However, differences in resources, institutional maturity, and management mechanisms determine the pace and effectiveness of reforms. The need for contextual adaptation of international standards, ensuring equal access, transparency of accreditation procedures, and a balance between global requirements and national development priorities is emphasized. The findings expand comparative studies of the transformation of higher education in emerging economies and formulate recommendations for sustainable and ethically sound reform of engineering training.