The ACM and IEEE released CS2013 with recommendations for undergraduate computer science programs, updated in 2023 by ACM, IEEE, and AAAI as CS2023. CS2023 emphasizes emerging fields while maintaining fundamental concepts. A paradigm shift towards a broader perspective on education has led higher educational institutions to consider factors such as sustainability, inter-personal competencies, digital competencies and inter-disciplinary skills necessitating a revision of the computer science curriculum across all universities. Accounting for such factors, the Norwegian University of Science and Technology (NTNU), has identified that it is not only the curriculum that needs to be revised, but it is also crucial to enhance the surrounding infrastructure that includes improving lecturer's skills, promoting graduate active learning, fostering life-long learning and ensuring alignment with industry and societal needs. While these goals seem welcoming and ambitious, it is essential to understand and bridge the gap between the program management's perception and the graduates' actual experiences. This paper analysis and maps the expected outcomes of ten principles and twelve competencies defined by the university, aiming to prepare the computer science curriculum for next-generation graduates. The detailed analysis verifies if the degree program meets future educational, societal and industrial standards. To conduct such an analysis, we first design a dedicated survey on the experiences of previous students for each of the ten outlined principles and twelve competencies. The responses gathered from 59 graduates and 7 program managers from three different campuses, are analyzed using quantitative methods to understand their experiences and perceptions. By mapping the responses from program management with the graduated students, the paper determines the gap in curriculum and then presents recommendations to computer science educational programs offered at other universities with similar objectives to bridge the gap. By considering graduate experiences across three campuses with the same curriculum, this study offers insights into how various aspects contribute to achieving the principles and competencies. The findings aim to guide similar CS2023-based programs at universities beyond Scandinavia.

Web frameworks have significantly changed how developers create web applications for the Internet. Thanks to pre-defined libraries, these frameworks not only accelerate development time but also reduce the amount of code developers need to write. However, to get the most out of the frameworks and libraries, developers need to have a deep understanding of core web programming languages. This allows them to write efficient code, troubleshoot effectively, and push the boundaries of what the frameworks can achieve. The same principle applies to Generative Artificial Intelligence (AI) tools, as they have the potential to enhance a developer's toolkit. However, they will only be useful if the developer has sound fundamental knowledge to verify the output from these tools. Educators in higher education face a similar predicament with the widespread use of Generative AI tools by learners. Many learners rely on these tools as a go-to solution without being able to verify or fully comprehend the output, leading to shallow understanding. The work in this paper outlines an approach used in a first-year web programming module within the School of Electronic Engineering and Computer Science at Queen Mary University of London, where learners were encouraged to use Generative AI tools to stimulate critical thinking when conducting assessments. Specifically, GitHub CoPilot was used as a pair programmer, and ChatGPT served as a peer reviewer. In this context, the peer reviewer's role was to help the learner reflect on the tool's output. The aim of this study was to explore the design of active learning activities that incorporate Generative AI tools for web programming to foster critical thinking practices among learners. To evaluate our approach, we employed a critical thinking self-evaluation questionnaire instrument, where learners' opinions and customs were surveyed before and after both of the assignments.

Software development has evolved significantly. In the past, developers were required to have comprehensive understanding of programming languages, algorithms, and computer architecture. However, with the emergence of the Internet, software libraries, frameworks, and forums became widely available, which utilize reusable software components that can reduce development time and costs. The advent of Generative Artificial Intelligence (AI) tools, such as ChatGPT, GitHub Copilot, and Amazon CodeWhisperer, has further enhanced the developer's toolkit, as these tools can be used for a wide variety of tasks such as code generation, documentation, commenting and reviewing. As programming is often slow and requires trial and error, novice programmers can be tempted to apply the first solution found on the Internet or proposed by an AI tool without much critical reflection or notion of responsibility. Hence, the advances of AI have raised both excitement and concerns among Information Technology (IT)/Computer Science (CS) students and educators. Yet, AI tools are here to stay, and students must learn to use them responsibly. The aim of this paper is to investigate how to design learning activities that introduce Generative AI tools (GitHub Copilot and ChatGPT) for programming while promoting critical thinking practices among students in an introductory programming course in the first semester. Students' opinions and customs were surveyed before and after the AI-based programming assignment. The results indicate that students' awareness of the possibilities and limitations of AI, as well as practices of critical thinking in programming increased. This is encouraging as critical thinking is an integral part of best programming practices.

Light modelling, simulation, and photometric calculations are by now common tasks in the lighting design process. These practices contribute to the definition and comparison of suitable layout arrangements and help predict the impact of lighting devices. Those tasks demand the use of tools to support the simulation of different scenarios, the analyses of their pros and cons according to different criteria (e.g., health and safety, perception, aesthetics, energy consumption, and costs), and decision-making. Digital twins have emerged as relevant technologies to simulate and visualize different ``what-if'' scenarios associated with physical entities and processes. In this paper, we investigate the state-of-the-art research concerning the use of digital twins for supporting lighting analysis in the urban/outdoor context. We also present and discuss challenges and research opportunities related to the design, implementation, and validation of digital twins in this domain.

The transition from traditional to digital teaching has led to several challenges for students and educators under the COVID-19 pandemic. Most universities are experiencing remote online delivery and assessment for the first time, which creates several issues, particularly for delivering courses efficiently and evaluating the outcomes without students compromising academic integrity. In this study, we take a closer look at a cross-campus case in delivering a programming course that switched to digital teaching due to COVID-19. We focus on the transition in assessment forms and the gradual adaptation to portfolio evaluation over two years. This form of assessment is more aligned with the constructive alignment theory, and hence contribute to increased learning outcomes as the students receive feedback along the way. Furthermore, we introduced a task where students had to reflect on the answers and solutions. This reflection note may help the teacher to better understand to which level the student has actually understood the theories and skills applied in the solution, and hence reassure that the solution is produced by the student. Observations from our data provide promising direction that it can increase learning benefits and reduce possibilities or the need for cheating and contributes to increased learning outcomes. However, this form of assessment requires a significant effort from teachers and is both time and resource consuming.

Maritime operations involve complex tasks that must be taught through practical training. Using modern technologies offshore simulators can serve as realistic environment for training. The degree of immersiveness can be increased by replacing conventional input devices (keyboards, joysticks) with natural user interface (NUI) devices. This paper surveys different NUI technologies and advocates that vision-based systems, such as Microsoft Kinect, can provide gesture recognition with high fidelity. The unobtrusiveness of vision-based technologies is highly important to avoid user resistance and preserve realism of the simulation.