requirements. Given the inconsistent formats of curriculum documentation such as course syllabi and descriptions, analyzing curricular data can be challenging. This work aims to explore documentation, methodologies, and purposes used for conducting curriculum analyses through a systematic literature review (SLR) of academic databases including Scopus, Web of Science, ERIC, and the CEEA Proceedings. The breadth and depth of data from the SLR were examined through a thematic analysis of 92 papers. Nine sources of curriculum documentation, seven common analysis methodologies, and four main purposes of curriculum analysis were found. Key findings include a lack of sophisticated methods of automated curriculum analysis, trade-offs between accessibility and detail of curriculum documentation, and opportunities for reporting on curricular interventions. This research contributes to the field by systematically describing methodologies used for curriculum analysis in engineering education. We hope that this research may be used as a starting point for researchers and curriculum developers who are interested in performing a curriculum analysis.
Fingold et al. (2025) studied this question.