Abstract Effective argumentation in science classrooms relies on the ability of students to evaluate evidence. However there is a gap in research concerning students rsquo capacity to validate evidence particularly in the context of engineering design. Evidence validation skill is crucial for fostering reasoning and strengthening argumentation. This study aimed to explore students rsquo ability to investigate evidence in engineering design classrooms drawing from their daily life experiences. This study was framed by a qualitative approach with a case study design involving students in a coffee farming community. The students were assigned an engineering project related to coffee preparation based on a problem statement devised by their teachers using the Engineering Design Process. Data was collected through observation of the students rsquo activities in the engineering classroom. Small-group discussions were held and the data was recorded transcribed and analyzed using semantic gravity (SG). Our results reveal that students hailing from farming backgrounds were able to devise solutions based on their firsthand experiences in processing coffee with their families. The environment in which the students were raised plays a pivotal role in their learning. These findings underscore the importance of contextual learning in educational design. Educators should consider students rsquo backgrounds and experiences when planning instructional strategies. Keywords coffee farming evidence-based reason EDP students rsquo experience