Technological trends & software engineering education: a systematic review study
The quality of software engineering education is influenced by the consideration of modern industrial trends, IT trends and software development methodologies. The transition to a new level of industry - “Industry 4.0”, characterized by robotics and cyber-social- ization, brings a wave of new, neve...
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pp_isofts_kiev_ua-article-5132023-06-24T13:08:45Z Technological trends & software engineering education: a systematic review study Технологічні тренди та освіта з інженерії програмного забезпечення: систематизоване оглядове дослідження Nesterenko, O.V. digital transformation; quality of education; information technologies; educational technologies; ontologies; educational environment UDC 378:005.6 004.4 цифрова трансформація; якість освіти; інформаційні технології; освітні технології; онтології; освітнє середовище УДК 378:005.6 004.4 The quality of software engineering education is influenced by the consideration of modern industrial trends, IT trends and software development methodologies. The transition to a new level of industry - “Industry 4.0”, characterized by robotics and cyber-social- ization, brings a wave of new, never-before-seen challenges to the field of IT and programming. Under such conditions, it is impos- sible to achieve the desired synergistic effect without the formation of an appropriate informational and educational environment in institutions of higher education. One of the sources of the content of such an environment can be the publications of the world scientific community registered in international scientometric databases. On this basis, it becomes possible not only to provide effec- tive digital educational content, but also to choose and use the latest technological means of learning support. A targeted review of primary sources in the Web of Science Core Collection database made it possible to identify, select, synthesize and evaluate research evidence relevant to the research questions: (i) what technological trends are analyzed in research, (ii) what information technolo- gies are considered in research, (iii) what strategies are reflected in publications to overcome the above challenges of SE teaching and learning. According to the results of the study, we offer to improve the educational and methodological support of software engineering education based on ontological modeling of the integration of the requirements of modern trends in the development of the industry and the IT sector, international recommendations and the capabilities of technological teaching aids. This approach is a good basis for the processes of intellectualization of information systems of the educational environment and the construction of appropriate technological educational tools on their basis.Prombles in programming 2022; 3-4: 107-116 На якість освіти з інженерії програмного забезпечення впливає урахування в її методичному забезпеченні сучасних про- мислових трендів, ІТ-тенденцій та методологій розробки програмного забезпечення. Перехід до нового щабля промисло- вості – «Індустрії 4.0», що характеризується роботизацією і кібер-соціалізацією, несе хвилю нових, ще не бачених викликів у сферу ІТ і програмування. У таких умовах досягти потрібного синергетичного ефекту неможливо без формування у закладах вищої освіти відповідного інформаційно-освітнього середовища. Одним з джерел контенту такого середовища можуть бути публікації світової наукової спільноти, що реєструються у міжнародних наукометричних базах даних. На цій основі стає можливим не лише забезпечення ефективного цифрового освітнього контенту, а й вибір та застосування новітніх технологічних засобів підтримки навчання. Проведений цілеспрямований огляд первинних джерел у базі Web of Science Core Collection дозволив визначити, відібрати, синтезувати та оцінити докази дослідження, що мають відношення до поставлених дослідницьких питань: які технологічні тренди аналізуються у дослідженнях, які інформаційні технології розглядаються у дослідженнях, які стратегії відображені в публікаціях для подолання вище наведених проблем викладання та навчання SE. В результаті запропоновано удосконалення навчально-методичного забезпечення освіти з інженерії про- грамного забезпечення на основі онтологічного моделювання інтеграції вимог сучасних трендів розвитку індустрії та галузі ІТ, міжнародних рекомендацій та можливостей технологічних засобів навчання. Такий підхід є гарним підґрунтям процесів інтелектуалізації інформаційних систем освітнього середовища та побудови на їхній основі відповідних технологічних навчальних засобів.Prombles in programming 2022; 3-4: 107-116 Інститут програмних систем НАН України 2023-01-23 Article Article application/pdf https://pp.isofts.kiev.ua/index.php/ojs1/article/view/513 10.15407/pp2022.03-04.107 PROBLEMS IN PROGRAMMING; No 3-4 (2022); 107 - 116 ПРОБЛЕМЫ ПРОГРАММИРОВАНИЯ; No 3-4 (2022); 107 - 116 ПРОБЛЕМИ ПРОГРАМУВАННЯ; No 3-4 (2022); 107 - 116 1727-4907 10.15407/pp2022.03-04 en https://pp.isofts.kiev.ua/index.php/ojs1/article/view/513/566 Copyright (c) 2023 PROBLEMS IN PROGRAMMING |
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Technological trends & software engineering education: a systematic review study |
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Технологічні тренди та освіта з інженерії програмного забезпечення: систематизоване оглядове дослідження |
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The quality of software engineering education is influenced by the consideration of modern industrial trends, IT trends and software development methodologies. The transition to a new level of industry - “Industry 4.0”, characterized by robotics and cyber-social- ization, brings a wave of new, never-before-seen challenges to the field of IT and programming. Under such conditions, it is impos- sible to achieve the desired synergistic effect without the formation of an appropriate informational and educational environment in institutions of higher education. One of the sources of the content of such an environment can be the publications of the world scientific community registered in international scientometric databases. On this basis, it becomes possible not only to provide effec- tive digital educational content, but also to choose and use the latest technological means of learning support. A targeted review of primary sources in the Web of Science Core Collection database made it possible to identify, select, synthesize and evaluate research evidence relevant to the research questions: (i) what technological trends are analyzed in research, (ii) what information technolo- gies are considered in research, (iii) what strategies are reflected in publications to overcome the above challenges of SE teaching and learning. According to the results of the study, we offer to improve the educational and methodological support of software engineering education based on ontological modeling of the integration of the requirements of modern trends in the development of the industry and the IT sector, international recommendations and the capabilities of technological teaching aids. This approach is a good basis for the processes of intellectualization of information systems of the educational environment and the construction of appropriate technological educational tools on their basis.Prombles in programming 2022; 3-4: 107-116 |
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Інститут програмних систем НАН України |
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107
Методи і засоби програмної інженерії
UDC 378:005.6 004.4 https://doi.org/10.15407/pp2022.03-04.107
TECHNOLOGICAL TRENDS & SOFTWARE
ENGINEERING EDUCATION:
A SYSTEMATIC REVIEW STUDY
Oleksandr Nesterenko
На якість освіти з інженерії програмного забезпечення впливає урахування в її методичному забезпеченні сучасних про-
мислових трендів, ІТ-тенденцій та методологій розробки програмного забезпечення. Перехід до нового щабля промисло-
вості – «Індустрії 4.0», що характеризується роботизацією і кібер-соціалізацією, несе хвилю нових, ще не бачених викликів
у сферу ІТ і програмування. У таких умовах досягти потрібного синергетичного ефекту неможливо без формування у
закладах вищої освіти відповідного інформаційно-освітнього середовища. Одним з джерел контенту такого середовища
можуть бути публікації світової наукової спільноти, що реєструються у міжнародних наукометричних базах даних. На
цій основі стає можливим не лише забезпечення ефективного цифрового освітнього контенту, а й вибір та застосування
новітніх технологічних засобів підтримки навчання. Проведений цілеспрямований огляд первинних джерел у базі Web of
Science Core Collection дозволив визначити, відібрати, синтезувати та оцінити докази дослідження, що мають відношення
до поставлених дослідницьких питань: які технологічні тренди аналізуються у дослідженнях, які інформаційні технології
розглядаються у дослідженнях, які стратегії відображені в публікаціях для подолання вище наведених проблем викладання
та навчання SE. В результаті запропоновано удосконалення навчально-методичного забезпечення освіти з інженерії про-
грамного забезпечення на основі онтологічного моделювання інтеграції вимог сучасних трендів розвитку індустрії та галузі
ІТ, міжнародних рекомендацій та можливостей технологічних засобів навчання. Такий підхід є гарним підґрунтям процесів
інтелектуалізації інформаційних систем освітнього середовища та побудови на їхній основі відповідних технологічних на-
вчальних засобів.
Ключові слова: цифрова трансформація, якість освіти, інформаційні технології, освітні технології, онтології, освітнє
середовище
The quality of software engineering education is influenced by the consideration of modern industrial trends, IT trends and software
development methodologies. The transition to a new level of industry - “Industry 4.0”, characterized by robotics and cyber-social-
ization, brings a wave of new, never-before-seen challenges to the field of IT and programming. Under such conditions, it is impos-
sible to achieve the desired synergistic effect without the formation of an appropriate informational and educational environment
in institutions of higher education. One of the sources of the content of such an environment can be the publications of the world
scientific community registered in international scientometric databases. On this basis, it becomes possible not only to provide effec-
tive digital educational content, but also to choose and use the latest technological means of learning support. A targeted review of
primary sources in the Web of Science Core Collection database made it possible to identify, select, synthesize and evaluate research
evidence relevant to the research questions: (i) what technological trends are analyzed in research, (ii) what information technolo-
gies are considered in research, (iii) what strategies are reflected in publications to overcome the above challenges of SE teaching
and learning. According to the results of the study, we offer to improve the educational and methodological support of software
engineering education based on ontological modeling of the integration of the requirements of modern trends in the development of
the industry and the IT sector, international recommendations and the capabilities of technological teaching aids. This approach is
a good basis for the processes of intellectualization of information systems of the educational environment and the construction of
appropriate technological educational tools on their basis.
Keywords: digital transformation, quality of education, information technologies, educational technologies, ontologies, educational
environment
1. Introduction
Problem statement. In recent years, more and more attention has been paid to improving the quality of ed-
ucation in the processes of forming the intellectual potential of humankind. In our time of digital transformations,
when software becomes the basis of technological development, software engineering (SE) is a key discipline in
the field of computer education. Software development is influenced by many factors, such as technology, consum-
er preferences, and market factors. That is why SE is significantly different from other educational disciplines in its
versatility due to the integration of technical and technological dominants with engineering approaches, economic
categories and provisions of management. Due to the constant increase in the number of technologies in the indus-
try, the coming years will also see an increase in trends in software development. Therefore, in order to develop
modern and innovative programs, it is necessary to understand the latest trends and take into account the specifics
of SE. In turn, this causes certain difficulties in the organization of the process of software engineering education
(SEE) and requires constant updating of approaches, methodological support, methods and learning tools.
Analysis of the problem research in the world scientific literature shows that the development of
software engineering is significantly influenced by modern industrial trends, as well as trends in information
technologies and programming [1-3]. The transition to a new level of industry - “Industry 4.0”, characterized
by robotics and cyber-socialization, brings a wave of new, never-before-seen challenges in the IT and program-
ming spheres. Due to the complexity and rapidity of the development of software technologies, the basis for ac-
quiring knowledge about SE and applying innovations in this area should be a shift in emphasis to the paradigm
of a deep understanding of modern technological processes and the acquisition of professional skills based on
© О.В. Нестеренко, 2022
ISSN 1727-4907. Проблеми програмування. 2022. № 3-4. Спеціальний випуск
108
Методи і засоби програмної інженерії
practice. Obviously, in such conditions, it is impossible to achieve the desired synergistic effect without the
formation of an appropriate informational and educational environment in higher education institutions, which
is provided for by the relevant standards of higher education and requirements for internal education qual-
ity assurance. When designing and forming such an environment, the priority should be the implementation
of means of intellectualization, the principles of open education and the European research space [4]. At the
same time, it is expedient to introduce a transdisciplinary approach into this process as the most generalized
and universal, which overcomes the limits and shortcomings of disciplinary fragmentation, provides a more
complete picture of the world and relationships [5]. However, within the framework of the general problem of
setting up an environment for educational activities in the field of SE based on such systems, the task of form-
ing information resources that should reflect the above-mentioned technological trends is relevant. Based on
them, it becomes possible not only to provide effective digital educational content, but also to choose and use
the latest technological means of learning support.
One of the sources of such content can be the publications of the global scientific community registered
in international scientometric databases, such as, for example, Scopus and Web of Science. To provide a compre-
hensive view of what was said on a certain topic and by whom, the systematic review method is effective. Such
a high-level review of primary research on a targeted question identifies, selects, synthesizes and evaluates all
high-quality research evidence relevant to the question at hand. As IT transforms and evolves so rapidly, such stud-
ies should be continually replicated to examine how these changes affect the gap between curricula and current
industry expectations.
The research goal is a systematic study of sources aimed at finding informational, technological and
methodological ways to solve the current problems of ensuring the improvement of the quality of education in
software engineering in the conditions of digital transformation.
Analysis of recent research and publications. For more than half a century of development of software
engineering, many publications ranging from fundamental editions to current publications in scientific journals
and conference proceedings have provided a broad panorama of topics covering all stages and technologies of
developing software systems. Software engineering has changed significantly over the decades, and, being a new
engineering discipline, it it is still evolving. This is confirmed by a systematic analysis [1] of a number of publica-
tions over a certain period, each of which offered its own sets of principles for SE development.
In [2], based on a systematic review, the author determined the main phenomena influencing evolution of
SE practices, which helped to assess how this field got to where it was and where it is now. This article also identi-
fies some of the major sources of change that will affect the practice of software development over the next several
decades and identifies some strategies for assessing and adapting to these sources of change.
In [3], a classification of many articles was carried out based on studies of trends in software development,
processes and practices, approaches to learning, and the evolution of IT over time. It is shown that many trends
other than Agile Software Development are relatively underrepresented in academic organization. The study’s
findings point to existing gaps between the software industry and education, providing useful insights for research-
ers, educators, and practitioners. An example of one such publication is [6], in which, based on a comprehensive
survey of IT professionals and companies, it is determined that balancing technical/non-technical skills and adjust-
ing curricula to better prepare students for industry is a constant challenge for higher education institutions.
At the same time, the proliferation and widespread use of agile methods have created enormous challenges
for innovation in SEE. These pedagogical innovations should be aimed at strengthening the skills of students to
achieve optimal results in the industry. However, recent research still points to differences in what the industry
requires. The main goal of the article [7] is to collect and analyze scientific data on the skills necessary for the
formation of flexible high-performance teams. In this work, a systematic literature review was carried out to get a
visualization of the scientific contributions available on this topic.
Taking into account the fact that in software development, knowledge is constantly updated, a systematic
review study [8] shows the need to focus attention on providing suggestions for tutorials updating. The results
of the work indicate the top 20 main topics in the educational programs of SE field. At the same time, work [9]
features a study of the problems and prospects of SEE based on a questionnaire survey of teachers and experts.
The results showed that the most used in software engineering lectures is the problem-based learning approach,
followed by gamification methods and role-playing games, which are new trends to engage students. These conclu-
sions are also confirmed in the article [10], which provides a systematic reflection of the issues of gamification in
software engineering education. Based on literary sources, it is also shown that the application of gamification in
SEE is now more aimed at attracting students and, to a lesser extent, improving student knowledge.
Another systematic review [11] aims to characterize the teaching and learning of the “Software Require-
ments” discipline introduced as mandatory in most software engineering curricula. It is noted that the process of
teaching and studying this discipline is associated with a number of problems for both teachers and students. To
mitigate these problems, some review articles suggest techniques such as providing students with realistic and ap-
plied environments to create more engaging and practical learning.
Systematic reviews can provide useful knowledge for the practice of software engineering by consolidat-
ing and synthesizing empirical studies related to a specific topic. The work [12] used data obtained through a
tertiary study, i.e. by conducting a systematic review of published systematic reviews. It is argued that the use of
such more rigorous studies can lend greater authority to the findings of systematic reviews and help build a body
of robust empirical evidence that is relevant to teaching and practice.
109
Методи і засоби програмної інженерії
Thus, the scientific and methodical prerequisites of education in SE field require further research in
the context of the priorities of modern technological trends. The conceptual basis of the study of these issues
is progressing, and the features of the educational environment are constantly developing. Therefore, the
relevance of the task consists in taking into account these processes in the methodical principles of teaching
in the design and development of a quality software product and ensuring their wider coverage in educational
activities.
2. The theoretical backgrounds research methodology
The starting point of the research, which follows from the analysis of sources, is the recognition of the
tangible impact on the content, methods and organizational forms of training in SE of the characteristic features of
the industry and the IT sphere, which at the current stage consist in the growth of the dynamics of technological
changes, in a sharp increase in the amount of information needed for processing and learning.
Researchers and specialists who offer innovative approaches to support SE educational process, in their
majority, rely on relevant models and methods, among which the prevailing ideas are: a harmonious combination
of related disciplines and various industry technologies; the importance of creating appropriate training programs
and choosing a suitable teaching method on the relevant topics of technological trends; cooperation of subjects of
the industry regarding the common goals of education.
These approaches align with the Global Computing Education paradigms have been outlined in the lat-
est release of the CC2020 Computing Curricula report series from the Association for Computing Machinery
(ACM) and the IEEE Computer Society (IEEE-CS). After a long hiatus from the release of the SE 2014 (Soft-
ware Engineering Curricular Volume), international organizations have returned to considering the guiding
principles of bachelor’s programs in computer professions, in particular SE. One of the four main principles
followed by the task force in the development of CC2020 is related to the need to take into account future
trends and visions from industry in the educational process, to monitor changes in technology and research
from the entire spectrum of society.
From the analysis of this document and other sources, it can be concluded that all computer disciplines,
especially SE, should focus on professional know-how of industrial and information technology trends. On
the other hand, computer disciplines, like no other, need the support of the educational process precisely by
means of information technologies. Actually, these two factors raise questions about the need to understand the
agenda of the global scientific community in these areas, and identify publications which indicate promising
research in this field.
This systematic literature review following the guidelines proposed by [13, 1] and other authors should
include at least three main stages: planning, conducting and reporting. At these stages, it is advisable to imple-
ment the same steps. First, to identify the research questions related to a specific topic, including the definition of
components and acceptance criteria. Next, define a comprehensive strategy for the systematic search of research
candidates and implement it. The necessary data should be extracted from the received corpus, and the results
should be interpreted and presented. Finally, it is advisable to evaluate the validity of the conclusions based on the
relevant bibliography.
Research questions are the starting point of a systematic review, as research directions and methods of data
analysis are determined based on them. This study has in mind the following research questions:
RQ1: What technological trends are analyzed in the research?
RQ2: What information technologies are considered in the studies?
RQ3: What strategies are reflected in the publications to overcome the above challenges of SE teaching
and learning?
As inclusion and exclusion criteria, at least at the beginning of the study, we rely on the relevance and
pertinence of search results for various search queries. The study suggests looking at Elsevier search engine results
in the Web of Science Core Collection when searching by publication title, keywords, and abstract. In addition, the
criterion of the number of publications found for the search terms is used.
Searching for sources begins with the formation of a text corpus of research based on search queries that
reflect the subject area, using relevant keywords such as software engineering, training, education, etc., and their
combinations. Publications are considered for the generally accepted time span of 5 years, i.e. for 2017-2021.
Further, in the obtained data array, we select publications that consider modern technological trends that
already exist or are expected in the near future and cause a constant increase in the information load in the field of
SEE. The list of trends is prepared based on CC2020 and information from leading IT companies, as well as work
[2], which identifies some of the main sources of changes that will affect the practice of software development
over the next few decades, as well as some strategies for evaluating and adapting to these sources of change. On
this basis, Ishikawa diagrams (Fig. 1) were developed to identify the most significant factors (reasons) that affect
the final result. This chart helps identify the main trends that make the most significant contribution to the picture
of the subject area.
The next step is to select publications in a different direction, namely by technologies and learning tools,
the totality of which is determined based on the modern stage of their development and application (Fig. 2).
In the future, it is necessary to work out the statistics of the results in order to find answers to the proposed
research questions.
110
Методи і засоби програмної інженерії Методи і засоби програмної інженерії
Fig. 1. Ishikawa diagrams of the main trends that have the most significant impact on Software Engineering Education
Fig. 2. Diagram of information technology and learning tools in Software Engineering Education
3. Research findings
The implementation of the proposed methodology was started with a search query (educati* OR learning OR
teaching OR training OR curriculum* OR course) AND software engineering, which provided a significant number of
results. Their preliminary analysis showed low relevance of the search. Further refinements resulted in a search for
teaching AND “software engineering”, which produced a report of 746 results, of which 568 were conference
proceedings and 170 were articles. The conducted analysis has already shown a sufficiently high pertinence of the
results, as a result of which a decision was made to conduct further research on this corpus.
Regarding the general characteristics of the obtained material, it should be noted that the number of citations of
the selected works at the time of the research was 1718, that is, on average; it is not much – only 2,3 per document.
From the chart of publications and citations due to a decrease in the number of publications (Fig. 3), it follows that
starting from 2019, a significant decline in the number of publications, and later in the number of citations, began. To
some extent, this can be explained by the Coronavirus Disease (COVID-19) pandemic, but other searches do not clearly
support this assumption.
The decline of researchers' interest in the topic of software engineering education is rather related to "reaching a
plateau" - the saturation of publication materials after more than forty years of research in this field and a certain
stabilization of the development of international recommendations on computer education.
According to Elsevier's criteria, the work that best meets the search conditions is [14]. This work examines
Flipped learning of software engineering and proposes a method of its reformation based on the project approach. The
work that received the largest number of citations – 60 – is the above-mentioned work [1].
In the table 1 – 3 provide data on the top 10 by the number of publications, respectively, by authors, countries,
and institutions with which the publications of the sample are affiliated.
SEE
Industry
Programming Software Engineering
Information Technologies
Industry 4.0
Digital transformation
Global connection
Merger of technologies
Robotics
Real-Time Streaming
Enterprise Agile Ambient computing
Internet of Things
Cloud computing
Blockchain
Cybersecurity
Data science
Artificial intelligence
Cognitive technologies
Machine learning
High-performance computing
Quantum computing
Biocomputer
System of system
Embedded systems
Agile Software Development
Large-scale engineering
DevOps
Commercial off-the-shelf
Group dynamics, Teamwork
Global Software Engineering
Lean Startup
Reusability
Open Source Software
Mobile applications
Python
JavaScript
Continuous Software Engineering
Microservice architecture
Rust
Low-Code / No-Code
E-education
Distance
education
Learning
environment
online
cloud-based
mobile learning
e-learning
smart education
learning tools
Web
labs
classroom design
infrastructure
Educational
technology
gamification
visualization
multimedia
virtual reality
augmented reality
LEGO
learning analytics
Fig. 1. Ishikawa diagrams of the main trends that have the most significant impact
on Software Engineering Education
Методи і засоби програмної інженерії
Fig. 1. Ishikawa diagrams of the main trends that have the most significant impact on Software Engineering Education
Fig. 2. Diagram of information technology and learning tools in Software Engineering Education
3. Research findings
The implementation of the proposed methodology was started with a search query (educati* OR learning OR
teaching OR training OR curriculum* OR course) AND software engineering, which provided a significant number of
results. Their preliminary analysis showed low relevance of the search. Further refinements resulted in a search for
teaching AND “software engineering”, which produced a report of 746 results, of which 568 were conference
proceedings and 170 were articles. The conducted analysis has already shown a sufficiently high pertinence of the
results, as a result of which a decision was made to conduct further research on this corpus.
Regarding the general characteristics of the obtained material, it should be noted that the number of citations of
the selected works at the time of the research was 1718, that is, on average; it is not much – only 2,3 per document.
From the chart of publications and citations due to a decrease in the number of publications (Fig. 3), it follows that
starting from 2019, a significant decline in the number of publications, and later in the number of citations, began. To
some extent, this can be explained by the Coronavirus Disease (COVID-19) pandemic, but other searches do not clearly
support this assumption.
The decline of researchers' interest in the topic of software engineering education is rather related to "reaching a
plateau" - the saturation of publication materials after more than forty years of research in this field and a certain
stabilization of the development of international recommendations on computer education.
According to Elsevier's criteria, the work that best meets the search conditions is [14]. This work examines
Flipped learning of software engineering and proposes a method of its reformation based on the project approach. The
work that received the largest number of citations – 60 – is the above-mentioned work [1].
In the table 1 – 3 provide data on the top 10 by the number of publications, respectively, by authors, countries,
and institutions with which the publications of the sample are affiliated.
SEE
Industry
Programming Software Engineering
Information Technologies
Industry 4.0
Digital transformation
Global connection
Merger of technologies
Robotics
Real-Time Streaming
Enterprise Agile Ambient computing
Internet of Things
Cloud computing
Blockchain
Cybersecurity
Data science
Artificial intelligence
Cognitive technologies
Machine learning
High-performance computing
Quantum computing
Biocomputer
System of system
Embedded systems
Agile Software Development
Large-scale engineering
DevOps
Commercial off-the-shelf
Group dynamics, Teamwork
Global Software Engineering
Lean Startup
Reusability
Open Source Software
Mobile applications
Python
JavaScript
Continuous Software Engineering
Microservice architecture
Rust
Low-Code / No-Code
E-education
Distance
education
Learning
environment
online
cloud-based
mobile learning
e-learning
smart education
learning tools
Web
labs
classroom design
infrastructure
Educational
technology
gamification
visualization
multimedia
virtual reality
augmented reality
LEGO
learning analytics
Fig. 2. Diagram of information technology and learning tools in Software Engineering Education
3. Research findings
The implementation of the proposed methodology was started with a search query (educati* OR learning OR
teaching OR training OR curriculum* OR course) AND software engineering, which provided a significant number of re-
sults. Their preliminary analysis showed low relevance of the search. Further refinements resulted in a search for teaching
AND “software engineering”, which produced a report of 746 results, of which 568 were conference proceedings and 170
were articles. The conducted analysis has already shown a sufficiently high pertinence of the results, as a result of which
a decision was made to conduct further research on this corpus.
Regarding the general characteristics of the obtained material, it should be noted that the number of citations of the
selected works at the time of the research was 1718, that is, on average; it is not much – only 2,3 per document. From the
chart of publications and citations due to a decrease in the number of publications (Fig. 3), it follows that starting from 2019,
a significant decline in the number of publications, and later in the number of citations, began. To some extent, this can be
explained by the Coronavirus Disease (COVID-19) pandemic, but other searches do not clearly support this assumption.
111
Методи і засоби програмної інженерії
The decline of researchers’ interest in the topic of software engineering education is rather related to “reach-
ing a plateau” - the saturation of publication materials after more than forty years of research in this field and a certain
stabilization of the development of international recommendations on computer education.
According to Elsevier’s criteria, the work that best meets the search conditions is [14]. This work examines
Flipped learning of software engineering and proposes a method of its reformation based on the project approach. The
work that received the largest number of citations – 60 – is the above-mentioned work [1].
In the table 1 – 3 provide data on the top 10 by the number of publications, respectively, by authors, countries,
and institutions with which the publications of the sample are affiliated.
Методи і засоби програмної інженерії
[Введите текст]
Fig.3. Chart of the number of publications and citations per request teaching AND “software engineering”
Table 1 Table 2
Top 10 authors Top 10 countries
№ Author Number of
publications
Percentage
of 746 № Country Number of
publications
Percentage
of 746
1 Mottok J. 11 1.48 1 USA 104 13.94
2 Reuter R. 9 1.21 2 Brazil 99 13.46
3 Tiwari S. 8 1.07 3 Germany 78 10.46
4 Conte T. 7 0.94 4 Spain 60 8.04
5 Oliveira SRB. 7 0.94 5 China 58 7.77
6 Singh P. 7 0.94 6 England 28 3.75
7 Brockmann P. 6 0.80 7 Mexico 26 3.46
8 Gold-Veerkamp C. 6 0.80 8 Canada 24 3.22
9 Steinmacher I. 5 0.67 9 Finland 20 2.68
10 Vescan A. 5 0.67 10 Australia 19 2.55
Table 3
Top 10 institutions
№ Institution Number of publications Percentage of
746
1 Universidad politecnica de Madrid 11 1.48
2 Universidade Federal do Para 11 1.48
3 University of North Carolina 11 1.48
4 Babes Bolyai university from Cluj 10 1.34
5 Universidade Federal de Santa Catarina (UFSC) 10 1.34
6 Technical university of Munich 9 1.21
7 Dhirubhai Ambani institute of information and
communication technology 8 1.08
8 KU LEUVEN 8 1.08
9 California State University system 7 0.94
10 Carnegie Mellon University 7 0.94
Based on the results of the selection of publications, a diagram was constructed (Fig. 4), which includes 15
trends from those shown in fig. 1, which have the largest number of publications. The given data shows a percentage of
the sample size (out of 746).
Публікації Цитування
Пу
бл
іка
ці
ї
Ци
ту
ва
нн
я
20
40
60
80
100
50
120
140
160
180
100
150
200
250
300
350
400
450
500
550
2017 2018 2019 2020 2021
Fig.3. Chart of the number of publications and citations per request teaching AND “software engineering”
Table 1. Top 10 authors Table 2. Top 10 countries
№ Author Number of
publications
Percentage
of 746 № Country Number of
publications
Percentage
of 746
1 Mottok J. 11 1.48 1 USA 104 13.94
2 Reuter R. 9 1.21 2 Brazil 99 13.46
3 Tiwari S. 8 1.07 3 Germany 78 10.46
4 Conte T. 7 0.94 4 Spain 60 8.04
5 Oliveira SRB. 7 0.94 5 China 58 7.77
6 Singh P. 7 0.94 6 England 28 3.75
7 Brockmann P. 6 0.80 7 Mexico 26 3.46
8 Gold-Veerkamp C. 6 0.80 8 Canada 24 3.22
9 Steinmacher I. 5 0.67 9 Finland 20 2.68
10 Vescan A. 5 0.67 10 Australia 19 2.55
Table 3. Top 10 institutions
№ Institution Number of publications Percentage of 746
1 Universidad politecnica de Madrid 11 1.48
2 Universidade Federal do Para 11 1.48
3 University of North Carolina 11 1.48
4 Babes Bolyai university from Cluj 10 1.34
5 Universidade Federal de Santa Catarina (UFSC) 10 1.34
6 Technical university of Munich 9 1.21
7 Dhirubhai Ambani institute of information and
communication technology 8 1.08
8 KU LEUVEN 8 1.08
9 California State University system 7 0.94
10 Carnegie Mellon University 7 0.94
112
Методи і засоби програмної інженерії
Based on the results of the selection of publications, a diagram was constructed (Fig. 4), which includes 15
trends from those shown in fig. 1, which have the largest number of publications. The given data shows a percentage
of the sample size (out of 746).
Методи і засоби програмної інженерії
Fig. 4. Chart of the number of publications considering current technological trends
According to the diagram in fig. 4, without taking into account the possibility of using several terms in one work,
almost a third of the works (32.6%) consider modern technological trends. The chart does not include such trends as
Industry 4.0 (1 publication), Digital transformation, Digitalization (4), System of system (1), Quantum computing (1),
Lean Startup (1), COTS (1), Real Time (7), Global connection (0), Merger of technologies (0), Enterprise Agile (0),
Cognitive technologies (0), Data science (4), Blockchain (0), Ambient computing (0), Biocomputer (0), High-
performance computing (1). In fact, the general term Industry is mentioned in 133 works (17.7%), which indicates a
significant attention of researchers to industrial challenges.
Similarly, the diagram of fig. 5 was constructed, which includes 15 means of information technologies
supporting the educational process from those shown in fig. 2, which are featured in the largest number of publications.
Not included in this chart Reusability (1), Continuous Software Engineering (0), Microservice architecture (1), Low-
Code / No-Code (0), Rust (1).
Fig. 5. Chart of the number of publications dealing with technological learning tools
According to the diagram in fig. 5, without taking into account the possibility of using several terms in the work,
already more than half of the works (53.4%) consider issues of issues of technological means of education.
In this way, two groups of publications with a total volume of approximately three quarters of the corpus were
formed, the analysis of which mainly provides answers to the review questions RQ1 and RQ2. But what do the authors
of remaining quarter of the works write about? As a result of a more careful examination of this ensemble of
publications, several significant collections of works were found that considered certain technologies and teaching
methodologies (Fig. 6).
Group dynamics,
teamwork
29; 3,89%
Internet of
Things
16; 2,14%
Cloud
computing
14; 1,88%
Global
Software
Engineering
21; 2,82%
Large-scale
engineering
8; 1,07%
Agile software
development
38; 5,09%
Open
Source Software
24; 3,22%
Embedded
systems
18; 2,41%
DevOps
11; 1,47%
Robotics
16; 2,14
Cybersecurity
23; 3,08%
Mobile applications
7; 094%
Artificial intelligence
19; 2,55
Python, JavaScript
7; 0,94%
Machine learning
12; 1,61%
learning
environment
48; 6,43%
laboratory
33; 4,42% e-learning
16; 2,14%
multimedia
6; 0,80%
learning analytics
16; 2,14%
LEGO
7; 0,94%
mobile
learning
6; 0,80%
UML
modeling
23; 3,08%
virtual reality
17; 2,28%
web
62; 8,31%
infrastructure
17; 2,28%
distance education
15; 2,01%
online
61; 8,18%
visualization
20; 2,68%
cloud-based
5; 0,67%
Fig. 4. Chart of the number of publications considering current technological trends
According to the diagram in fig. 4, without taking into account the possibility of using several terms in one
work, almost a third of the works (32.6%) consider modern technological trends. The chart does not include such trends
as Industry 4.0 (1 publication), Digital transformation, Digitalization (4), System of system (1), Quantum computing
(1), Lean Startup (1), COTS (1), Real Time (7), Global connection (0), Merger of technologies (0), Enterprise Agile
(0), Cognitive technologies (0), Data science (4), Blockchain (0), Ambient computing (0), Biocomputer (0), High-
performance computing (1). In fact, the general term Industry is mentioned in 133 works (17.7%), which indicates a
significant attention of researchers to industrial challenges.
Similarly, the diagram of fig. 5 was constructed, which includes 15 means of information technologies support-
ing the educational process from those shown in fig. 2, which are featured in the largest number of publications. Not
included in this chart Reusability (1), Continuous Software Engineering (0), Microservice architecture (1), Low-Code
/ No-Code (0), Rust (1).
Методи і засоби програмної інженерії
Fig. 4. Chart of the number of publications considering current technological trends
According to the diagram in fig. 4, without taking into account the possibility of using several terms in one work,
almost a third of the works (32.6%) consider modern technological trends. The chart does not include such trends as
Industry 4.0 (1 publication), Digital transformation, Digitalization (4), System of system (1), Quantum computing (1),
Lean Startup (1), COTS (1), Real Time (7), Global connection (0), Merger of technologies (0), Enterprise Agile (0),
Cognitive technologies (0), Data science (4), Blockchain (0), Ambient computing (0), Biocomputer (0), High-
performance computing (1). In fact, the general term Industry is mentioned in 133 works (17.7%), which indicates a
significant attention of researchers to industrial challenges.
Similarly, the diagram of fig. 5 was constructed, which includes 15 means of information technologies
supporting the educational process from those shown in fig. 2, which are featured in the largest number of publications.
Not included in this chart Reusability (1), Continuous Software Engineering (0), Microservice architecture (1), Low-
Code / No-Code (0), Rust (1).
Fig. 5. Chart of the number of publications dealing with technological learning tools
According to the diagram in fig. 5, without taking into account the possibility of using several terms in the work,
already more than half of the works (53.4%) consider issues of issues of technological means of education.
In this way, two groups of publications with a total volume of approximately three quarters of the corpus were
formed, the analysis of which mainly provides answers to the review questions RQ1 and RQ2. But what do the authors
of remaining quarter of the works write about? As a result of a more careful examination of this ensemble of
publications, several significant collections of works were found that considered certain technologies and teaching
methodologies (Fig. 6).
Group dynamics,
teamwork
29; 3,89%
Internet of
Things
16; 2,14%
Cloud
computing
14; 1,88%
Global
Software
Engineering
21; 2,82%
Large-scale
engineering
8; 1,07%
Agile software
development
38; 5,09%
Open
Source Software
24; 3,22%
Embedded
systems
18; 2,41%
DevOps
11; 1,47%
Robotics
16; 2,14
Cybersecurity
23; 3,08%
Mobile applications
7; 094%
Artificial intelligence
19; 2,55
Python, JavaScript
7; 0,94%
Machine learning
12; 1,61%
learning
environment
48; 6,43%
laboratory
33; 4,42% e-learning
16; 2,14%
multimedia
6; 0,80%
learning analytics
16; 2,14%
LEGO
7; 0,94%
mobile
learning
6; 0,80%
UML
modeling
23; 3,08%
virtual reality
17; 2,28%
web
62; 8,31%
infrastructure
17; 2,28%
distance education
15; 2,01%
online
61; 8,18%
visualization
20; 2,68%
cloud-based
5; 0,67%
Fig. 5. Chart of the number of publications dealing with technological learning tools
113
Методи і засоби програмної інженерії
According to the diagram in fig. 5, without taking into account the possibility of using several terms in the
work, already more than half of the works (53.4%) consider issues of issues of technological means of education.
In this way, two groups of publications with a total volume of approximately three quarters of the corpus
were formed, the analysis of which mainly provides answers to the review questions RQ1 and RQ2. But what do the
authors of remaining quarter of the works write about? As a result of a more careful examination of this ensemble of
publications, several significant collections of works were found that considered certain technologies and teaching
methodologies (Fig. 6).
Методи і засоби програмної інженерії
[Введите текст]
Fig. 6. Chart of the number of publications considering other technological means and methodologies
A group of other fairly diverse publications was also identified. In relation to technological trends, traditional
methodologies are mentioned: Project Management (44), Business Information Technology (1), Model-Driven
Engineering, or Model-Based Software Engineering (5), Software Language Engineering (1), Empirical software
engineering (5), Requirement engineering (4), HCI -Human computer-interaction (9), Programming paradigms (4),
Software quality (1), COCOMO (1), as well as new trends such as Green and Sustainable Software Engineering (2),
Search-based Software Engineering (1), Cyber-physical systems (5), Multi-Agent Systems (2), Big Data (5), and some
others.
In a group of other articles devoted to educational technologies, such concepts are used as Smart education, or
Smart pedagogy (5), Case-Based Learning (2), Problem-based learning (3), Teaching modelling (5), Computational
thinking and constructionism(6), Learning tools (6), Classroom design (1), Virtual Campus (1), Learning ontology (3),
Android-based teaching (2), STEM (4), Collaborative Learning (4), Cooperative Learning Method (3), Eye Tracking
(4), MOOCs - Massive Open Online Courses (4), Conceptual data modelling (2), Software Testing Educating (23),
Teach Requirements Engineering (6), Startup Software Development Education (5), Micro-Learning Application (1),
and some others.
In order to find an answer to RQ3, naturally, it is necessary to conduct an analysis of publications that
simultaneously used terminology from two or even three groups of publications identified as a result of the review.
Consequently, 215 such works were found (28.82%).
Therefore, for example, in work [15] four terms from different groups are used - Large-scale engineering, Learn
environment, gamification, flipped. The purpose of this study is to apply an innovative pedagogy called the flipped
classroom to create a student-centered learning environment for software development, particularly in the direction of
industrial scale projects. In work [16] 8 terms are used – IoT, Global Software Engineering, e-learning, Smart
education, Collaborative learning, cloud-based learning, web learning, Project-based learning. The paper presents a
series of distributed virtual intellectual e-learning courses conducted by universities in Japan, Germany and Sri Lanka
based on contextual and project-based learning, collaborative learning and teaching using video conferencing and cloud
platforms. These innovations are offered in response to industrial challenges in the ability to manage distributed projects
and cross-cultural communication skills to collaborate effectively in international teams. In [17], which also features
several terms from different groups, the use of special software for real-time collaboration of distributed companies as a
learning tool in the field of SEE is proposed. This paper concludes that students actively participate in such challenges
and are more motivated to practice their skills during online exercises.
A significant contribution to improving the industrial relevance of higher education in SE is teaching more
efficient ways of working as a software developer. One of them is the automation of repetitive parts of work to help
focus on tasks that directly create value for customers and the business. For this, the achievements of artificial
intelligence and robotics should be involved. The document [18] notes that robots are a popular platform for introducing
novice programmers to computing and artificial intelligence. The paper presents a platform for students to safely and
easily program high-performance robots using JavaScript. At the same time, the article [19] advises to combine the
teaching of artificial intelligence and software engineering, since both are engaged in modeling real cases, having
common elements. In addition, it emphasizes the importance of students following the best practices of industrial teams.
The conducted review shows a significant variety of means and methodologies of training in SE, which are
considered in the publications. To ensure the use of these tools and their support, it is necessary to create an appropriate
learning environment based on infrastructure platforms, in particular cloud technologies. As can be seen from the above
data, these issues are given attention in many publications.
Scrum
Methodology
46; 6,17%
Project-based
learning
52; 6,97% Flipped
education
29; 3,89%
Other
142; 19,03%
Gamification
76; 10,19%
Soft skills
21; 2,82%
Blended
learning
10; 1,34%
Case-Based
learning
9; 1,21%
Requirements
engineering
30; 4,02%
Collaborative
learning
17; 2,28%
Fig. 6. Chart of the number of publications considering other technological means and methodologies
A group of other fairly diverse publications was also identified. In relation to technological trends, tradition-
al methodologies are mentioned: Project Management (44), Business Information Technology (1), Model-Driven
Engineering, or Model-Based Software Engineering (5), Software Language Engineering (1), Empirical software
engineering (5), Requirement engineering (4), HCI -Human computer-interaction (9), Programming paradigms (4),
Software quality (1), COCOMO (1), as well as new trends such as Green and Sustainable Software Engineering (2),
Search-based Software Engineering (1), Cyber-physical systems (5), Multi-Agent Systems (2), Big Data (5), and
some others.
In a group of other articles devoted to educational technologies, such concepts are used as Smart education,
or Smart pedagogy (5), Case-Based Learning (2), Problem-based learning (3), Teaching modelling (5), Computational
thinking and constructionism(6), Learning tools (6), Classroom design (1), Virtual Campus (1), Learning ontology (3),
Android-based teaching (2), STEM (4), Collaborative Learning (4), Cooperative Learning Method (3), Eye Tracking
(4), MOOCs - Massive Open Online Courses (4), Conceptual data modelling (2), Software Testing Educating (23),
Teach Requirements Engineering (6), Startup Software Development Education (5), Micro-Learning Application (1),
and some others.
In order to find an answer to RQ3, naturally, it is necessary to conduct an analysis of publications that simul-
taneously used terminology from two or even three groups of publications identified as a result of the review. Conse-
quently, 215 such works were found (28.82%).
Therefore, for example, in work [15] four terms from different groups are used - Large-scale engineering,
Learn environment, gamification, flipped. The purpose of this study is to apply an innovative pedagogy called
the flipped classroom to create a student-centered learning environment for software development, particularly
in the direction of industrial scale projects. In work [16] 8 terms are used – IoT, Global Software Engineering,
e-learning, Smart education, Collaborative learning, cloud-based learning, web learning, Project-based learning.
The paper presents a series of distributed virtual intellectual e-learning courses conducted by universities in Ja-
pan, Germany and Sri Lanka based on contextual and project-based learning, collaborative learning and teaching
using video conferencing and cloud platforms. These innovations are offered in response to industrial challenges
in the ability to manage distributed projects and cross-cultural communication skills to collaborate effectively in
international teams. In [17], which also features several terms from different groups, the use of special software
for real-time collaboration of distributed companies as a learning tool in the field of SEE is proposed. This paper
concludes that students actively participate in such challenges and are more motivated to practice their skills dur-
ing online exercises.
A significant contribution to improving the industrial relevance of higher education in SE is teaching
more efficient ways of working as a software developer. One of them is the automation of repetitive parts of work
114
Методи і засоби програмної інженерії
to help focus on tasks that directly create value for customers and the business. For this, the achievements of ar-
tificial intelligence and robotics should be involved. The document [18] notes that robots are a popular platform
for introducing novice programmers to computing and artificial intelligence. The paper presents a platform for
students to safely and easily program high-performance robots using JavaScript. At the same time, the article
[19] advises to combine the teaching of artificial intelligence and software engineering, since both are engaged
in modeling real cases, having common elements. In addition, it emphasizes the importance of students following
the best practices of industrial teams.
The conducted review shows a significant variety of means and methodologies of training in SE, which are
considered in the publications. To ensure the use of these tools and their support, it is necessary to create an appropri-
ate learning environment based on infrastructure platforms, in particular cloud technologies. As can be seen from the
above data, these issues are given attention in many publications.
Accordingly, a significant number of terms and definitions are used in the publications, which creates a
related serious problem of differing understanding and/or interpretation of terminology. This problem is inherent
in many spheres of communications, in particular, the educational middle. Appropriate information models, in
particular based on computer ontologies, which have recently gained considerable popularity in various fields, can
help alleviate such communication problems [20]. In [21], one of the first issues raised was the use of ontologies
in software research and software projects. Mainly, this work highlights two applications of ontologies in software
engineering and software technology: sharing knowledge about a problem domain and using a common terminology
among all stakeholders. In turn, the goal of the article [22] is an attempt to propose an ontology for informational
decision support in Software Engineering Management tasks.
Having ontological approach, it is possible to display the relationship of the terms used in the publications
of the sample (Fig. 7). A fragment of such an ontology provided to simplify visualization. This example is actually a
meta-ontology of the domain to which this study is devoted.
Методи і засоби програмної інженерії
Accordingly, a significant number of terms and definitions are used in the publications, which creates a related
serious problem of differing understanding and/or interpretation of terminology. This problem is inherent in many
spheres of communications, in particular, the educational middle. Appropriate information models, in particular based
on computer ontologies, which have recently gained considerable popularity in various fields, can help alleviate such
communication problems [20]. In [21], one of the first issues raised was the use of ontologies in software research and
software projects. Mainly, this work highlights two applications of ontologies in software engineering and software
technology: sharing knowledge about a problem domain and using a common terminology among all stakeholders. In
turn, the goal of the article [22] is an attempt to propose an ontology for informational decision support in Software
Engineering Management tasks.
Having ontological approach, it is possible to display the relationship of the terms used in the publications of the
sample (Fig. 7). A fragment of such an ontology provided to simplify visualization. This example is actually a meta-
ontology of the domain to which this study is devoted.
Fig. 7. Meta-ontology of terms used in publications
Within the framework of the general problem of setting up the environment of educational activity based on
information systems, the task of developing reasonable methods of processing informational educational resources is
relevant. Ontological modeling is a good basis for the processes of intellectualization of such systems and the
construction of appropriate technological software tools on their basis.
4. Conclusions and prospects for further research
The global industrial demand for highly qualified software engineers in the context of digital transformation is
continuously growing. Many countries are constantly experiencing a shortage of developers. On the other hand, the
results of the analysis show that there is a gap between the industry, technological trends and education. Many current
trends are reflected in publications to a minor degree.
The industry's need for software engineers will grow faster than educational institutions can train new personnel.
It is believed that the main reasons for this deficit lie in the slowness of the adaptation of the education system to the
current needs of the market and in the difficulty of students acquiring relevant practical skills. Thus, the key solution
should be to increase the level of industrial and market relevance of education.
In today's conditions, educational activities in general and SE in particular, are characterized by constantly
growing unstructured textual and multimedia content, which is demonstrated by the conducted research. In practice,
processing this content is associated with tangible problems. This controversy gives rise to the restraint of innovative
development of the field of SE education, which negatively affects the pace of its actualization. To some extent, it is
proposed to fill the above-mentioned gaps on the basis of information modeling of the educational environment and the
introduction of appropriate progressive information technologies to support the educational process.
Systematic reviews of research literature, similar to the one conducted, can be the basis for the formation of
information resources maintained by information systems supporting educational activities. These resources can be used
Industry
Cloud
computing
IoT
E-learning
Flipped
education
Web learning
Infrastructure
Learn
environment
UML
Project-based
learning
Gamification
Laboratory
Collaborative
learning
Blended learning
LEGO
Cloud-based
learning
Online
Mobile learning
Learning
analytics
Visualization
Multimedia
Virtual Reality
Large-scale
engineering
Embedded
systems
Artificial
intelligence
Python
Agile Software
Development
Fig. 7. Meta-ontology of terms used in publications
Within the framework of the general problem of setting up the environment of educational activity based on
information systems, the task of developing reasonable methods of processing informational educational resources is
relevant. Ontological modeling is a good basis for the processes of intellectualization of such systems and the construc-
tion of appropriate technological software tools on their basis.
4. Conclusions and prospects for further research
The global industrial demand for highly qualified software engineers in the context of digital transformation
is continuously growing. Many countries are constantly experiencing a shortage of developers. On the other hand, the
115
Методи і засоби програмної інженерії
results of the analysis show that there is a gap between the industry, technological trends and education. Many current
trends are reflected in publications to a minor degree.
The industry’s need for software engineers will grow faster than educational institutions can train new person-
nel. It is believed that the main reasons for this deficit lie in the slowness of the adaptation of the education system to
the current needs of the market and in the difficulty of students acquiring relevant practical skills. Thus, the key solu-
tion should be to increase the level of industrial and market relevance of education.
In today’s conditions, educational activities in general and SE in particular, are characterized by constantly grow-
ing unstructured textual and multimedia content, which is demonstrated by the conducted research. In practice, processing
this content is associated with tangible problems. This controversy gives rise to the restraint of innovative development
of the field of SE education, which negatively affects the pace of its actualization. To some extent, it is proposed to fill
the above-mentioned gaps on the basis of information modeling of the educational environment and the introduction of
appropriate progressive information technologies to support the educational process.
Systematic reviews of research literature, similar to the one conducted, can be the basis for the formation of
information resources maintained by information systems supporting educational activities. These resources can be
used not only by educational authorities and by university teachers for the formation and development of relevant edu-
cational and methodical materials, but also directly by students in the educational process.
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Received 30.08.2022
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About the author:
Oleksandr V. Nesterenko
Doctor of Science (tech.),
associate professor, senior researcher
The number of scientific publications in Ukrainian publications is 180
The number of scientific publications in foreign publications is 7
ORCID 0000-0001-5329-889X
Place of work:
International European University,
Academician Hlushkov Avenue, 42, Kyiv, Ukraine
Tel. 050-334-7652
oleksandr_nesterenko@ieu.edu.ua
Прізвища та ініціали авторів і назва доповіді українською мовою:
Нестеренко О. В.
Технологічні тренди та освіта з інженерії програмного забезпечення:
систематизоване оглядове дослідження
Прізвища та ініціали авторів і назва доповіді англійською мовою:
Nesterenko O.
Technological trends & software engineering education: a systematic review study
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