Abstract:

The growing demand for computer science education has led to the development of several curricula, each with its strengths and focuses. However, the multiplicity of overlapping courses and objectives has created challenges for both teachers and learners. This publication attempts to address these challenges by offering a holistic approach to curriculum design and emphasizing the integration of essential subjects alongside technical skills.

We have set the goal of analyzing the functioning of a university's 6 Bachelor's and 8 Master's study programmes in informatics and the compliance of the learning outcomes of the subjects with the new requirements, considering constructive coherence, teaching of general skills, inclusion of cross-cutting topics, compliance with the IEEE standard and the framework of IT job profiles in the EU. The analysis helps to find the gaps where the programmes promise different results from the learning outcomes of the subjects given in the programmes; we strive to understand how to make learning more flexible and in which activities the lecturer could cooperate. The analysis aims to find bottlenecks and overlaps that the university should consider when changing the curriculum in the years to come. For analysis, we use source analysis based on grounded theory. We will create a coding system based on which different learning outcomes in the programmes can be compared to each other to find answers to research questions.

In the literature review, we will examine possible current trends in informatics education and curriculum design. In the same way, we will examine possible integration points in core skills - the core competencies that the university has set as priorities in order to prepare students for the complexities of the modern world.

The results of the study show significant overlaps in course content and objectives among the six computer science curricula. Although technical skills are adequately covered, there is a noticeable gap in the integration of core skills, math skills, green knowledge, language skills, and ethics. In the same way, we noticed that the outputs of the programs, although described in general, paint a slightly different picture for the future learner than the outputs of different subjects. It is therefore necessary to propose that the programs are more clearly described or introduced in the reception communication.

Based on the results found, we have created a framework for planning and updating the informatics curriculum, restoring harmony between different curricula, so that it is clear if you come to study specialty X or Y, what you will get from it. The framework also points out the integration points of core skills (communication, critical thinking), math skills (quantitative thinking, data analysis), green knowledge (sustainability, environmental awareness), language skills (communication in diverse contexts), and ethics (professional and social responsibilities). The proposed framework guides the university on how to create a holistic and relevant informatics curriculum. The proposed framework serves as a guide for institutions seeking to improve their computer science curricula and contribute to the holistic development of future computer scientists.

Keywords:

Curriculum design, curriculum priorities, university level informatics education.