Abstract:

One of the current challenges in higher education, particularly in engineering programmes, is the integration of teaching approaches that promote active learning, continuous feedback, and improved project organisation. Despite the widespread adoption of agile methodologies in professional software development environments, their systematic application in university teaching contexts remains limited. Traditional approaches often rely on rigid deadlines and delayed grading processes, which may negatively affect students’ motivation, work organisation, and overall learning experience. This study contributes empirical longitudinal evidence on the use of agile-inspired project management practices within computer science education.

This work presents a longitudinal analysis of agile-inspired teaching practices implemented in the course Knowledge Management in Organisations within the Computer Engineering degree at the University of La Laguna (Tenerife, Spain). The course integrates selected agile principles, including iterative work cycles, continuous feedback, and flexible planning, to support project-based learning and improve students’ organisation of work throughout the semester, reflecting organisational practices commonly used in professional software development environments.

The research design compares two consecutive academic years (2024–2025 and 2025–2026), during which the same methodological approach was applied while maintaining comparable learning objectives and assessment structures. The only difference lies in the number of teaching hours: 41.5 hours (4.15 ECTS) in 2024–2025 and 32.25 hours (3.25 ECTS) in 2025–2026.

To evaluate the impact of this approach, a mixed-method design was employed, combining quantitative analysis using a Likert scale with qualitative feedback through open-ended responses reflecting students’ perceptions. Students were invited to complete an anonymous and voluntary survey consisting of eight multiple-choice questions and a comment section. The survey evaluated perceived effects on course performance, academic organisation, motivation, and engagement, as well as whether students had experienced similar agile practices in other modules and whether real-world professional examples helped them better understand complex concepts.

Results show a participation rate of 31% (16 of 52 students) in 2024–2025 and 41% (22 of 54 students) in 2025–2026. A high proportion of respondents (strongly or partially agreeing) reported that agile-inspired practices helped them organise their work more effectively and produce higher-quality final projects. Students particularly highlighted the value of continuous feedback and flexible deadlines, which enabled them to progressively refine their work and improve outcomes. Many participants also reported that such practices are rarely used in other courses within the programme and expressed a clear preference for instructors who adopt these approaches.

Overall, the findings provide empirical evidence that agile-inspired teaching strategies can be successfully sustained across multiple academic years in computer science education. The longitudinal perspective highlights their potential to support student engagement, project management skills, and the production of higher-quality academic work, demonstrating how agile project management practices can be effectively adapted to project-based computer science courses.

Keywords:

Agile Methodologies, Computer Science Education, Higher Education, Longitudinal Study.