Professors' Perspective on a Pedagogical Architecture to Requirements Engineering Education: A Qualitative Study
DOI:
https://doi.org/10.5753/jserd.2025.4567Keywords:
Requirements Specification, Requirements Validation, Pedagogical Architecture, Undergraduate Education, Qualitative Evaluation, Grounded TheoryAbstract
Given the fundamental connection between requirements analyst training and high-quality software development, the disparity between requirements engineering (RE) education in academic institutions and the software industry needs is an ongoing concern. In this context, the conceptual framework of Pedagogical Architecture (PA), which organizes educational practice using digital technologies, is an alternative to enhance RE teaching and learning. We developed a PA for RE education to aid in directing the development of hard and soft skills crucial for field practitioners regarding requirements specification and validation. This paper describes a qualitative analysis from the professors' point of view who reproduced our PA, using Grounded Theory procedures as a data analysis technique. Three educators who have instructed four iterations of RE courses in higher education, following the guidelines set down by the PA, were questioned. The analysis confirmed that the PA assisted educators in working on practical tasks, incorporating hard and soft skills in line with RE professional practice. Moreover, the PA increased student participation and engagement and made educators aware of the value of support materials for replicating the PA.
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Copyright (c) 2025 Thalia Santos de Santana, Taciana Novo Kudo, Davi Viana, Renato F. Bulcão-Neto
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