Exploratory analysis reveals gaps in information systems curricula in Brazilian HEIs, suggesting a need for improvement.
Higher Education Institutions (HEIs) must continuously adapt their curricula to meet market demands. This study examines Information Systems (IS) education in Brazilian HEIs, identifying gaps in program alignment with regulatory and scientific guidelines. An exploratory content analysis was conducted using quantitative and qualitative methods in Syllabi and Pedagogical Projects. The study aimed to identify how interdisciplinarity, competency-based learning, and the graduate profile are being addressed in IS programs. Findings indicate that while HEIs comply with regulations, curricula require updates to integrate competency-based education and interdisciplinary approaches recommended by scientific societies. The study contributes to discussions on IS education in Brazil, offering insights for future research and policy development.
No takes yet. Share an insight, caveat, or question.
Romeiro et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: