An investigation, from a gender perspective, of how students view the ethical implications and societal effects of artificial intelligence is conducted, examining concepts that could have a big influence on how artificial intelligence may be taught in the future. For this, we conducted a survey on a cohort of 230 second year computer science students to reveal their opinions. The results revealed that AI, from the students' perspective, will significantly impact daily life, particularly in areas such as medicine, education, or media. Men are more aware of potential changes in Computer Science, autonomous driving, image and video processing, and chatbot usage, while women mention more the impact on social media. Both men and women perceive potential threats in the same manner, with men more aware of war, AI controlled drones, terrain recognition, and information war. Women seem to have a stronger tendency towards ethical considerations and helping others.

The study investigates students' interest and expectations in a Big Data Engineering course integrated with a Master curricula, as well as ethical implications of using Big Data. An anonymous online survey was conducted with 42 of the 67 students enrolled in the Big Data course offered to Computer Science and Bioinformatics Master's programs. The responses were analyzed and interpreted using thematic analysis, highlighting interesting aspects related to students' expectations, interest, and their perspective of the ethical implications of working with Big Data. The study concludes that, even though there is significant difference in students' background, the majority are interested in learning Big Data, for practical and personal reasons related to the potential for career growth and their passion for the field. The main expectation expressed is related to enhancing their knowledge related to Big Data via practical activities. All students demonstrate awareness of potential ethical threats related to security and privacy, while Computer Science students are aware of the possibility of introducing bias in data during acquisition and analysis and of potential abusive data usage.

This study aims to evaluate the prevalence and characteristics of of-task activities and compare them with analogous behaviors in in-person learning contexts. We administered an anonymous survey, providing us with data to analyze the behavioral differences of students in online vs. face-to-face classes. Upon reviewing the answers, we discovered an increase of fifty percent in the number of students who lost focus within the initial 30 minutes due to off-task activities in online classes compared to the classic setup. The survey results indicate that structural and pedagogical modifications are essential to reduce distractions and improve learning outcomes in synchronous virtual classrooms.

The objective of our study is to ascertain the present learning behaviors, driving forces, and assessment techniques as perceived by first-year students, and to examine them through the lens of the most recent developments (pandemic, shift to remote instruction, return to in-person instruction). Educators and educational institutions can create a more accommodating learning environment that takes into account the varied needs and preferences of students by recognizing and implementing these findings, which will ultimately improve the quality of education as a whole. Students believe that in-person instruction is the most effective way to learn, with exercise-based learning, group instruction, and pair programming. Our research indicates that, for evaluation methods, there is a preference for practical and written examinations. Our findings also underscore the importance of incorporating real-world scenarios, encouraging interactive learning approaches, and creating engaging educational environments.

The purpose of the paper is to examine the perceptions of entrepreneurship of graduate students enrolled in a digital-oriented entrepreneurship course, focusing on the challenges and opportunities related to starting a business. In today's digital era, businesses heavily depend on tailored software solutions to facilitate their operational processes, foster expansion, and enhance their competitive edge, thus assuming, to a certain degree, the characteristics of software companies. For data gathering, we used online exploratory surveys. The findings indicated that although entrepreneurship was considered an attractive option by students, very few of them declared that they intended to start a business soon. The main issues raised by the students were internal traits and external obstacles, such as lack of resources and support. Gender discrimination and cultural biases persist, limiting opportunities and equality for women. In terms of gender, women face limited representation in leadership roles, are expected to do more unpaid 'family work', are perceived as less capable in ding business, and need to prove their skills. Even if women are less discriminated now, both genders agree that women still face discrimination in business domain. In terms of percentages, women mentioned gender discrimination in higher percentages. Addressing these issues requires awareness, education, and policy changes to ensure fair treatment and opportunities for women.

Agile adoption hinges on adherence to the Agile Manifesto's values and principles, which are interdependent and variably challenging for Agile teams. This exploratory study enhances understanding of these challenges, their causes, and mitigation strategies through thematic and quantitative analysis of survey responses. We found that Welcome changing requirements is the most difficult principle to implement, with diverse causes categorized into seven areas. Solutions primarily involve project and process adjustments and improved customer communication.

This article presents a case study focused on the dynamics of engagement, learning trends, and the platform’s influence on skill development within online courses provided to IT specialists. When given an anonymous survey, the participants expressed genuine interest in the online platform, recognizing its value and usefulness. The discrepancy between the expressed interest and the actual usage indicated a potential problem. The key conclusion drawn was that an expression of interest does not necessarily translate into task completion or learning. The absence of a verification policy, such as tests or recognition of learning efforts, contributed to this disparity. We also propose some solutions (support groups, paying for certification, annual review recognition) to improve people’s engagement in learning.

Entrepreneurship is a key component of society, and universities and major political structures have tried to support its development in recent years. The present study aims to check the perception of students (based on gender) about entrepreneurial intentions after participating in a course that had a large number of undergraduate students. There were 970 students enrolled from different faculties with various specializations. We conducted a gender-based survey on the unconventional entrepreneurial fundamentals course, where each course was delivered by a different speaker. We also compared the responses provided by computer science students with the overall responses to find differences in their perceptions related to the feasibility of teaching entrepreneurship online, determining the entrepreneurial intention of the students taking this course, and analyzing the perceptions related to the business environment and the ease of starting a business. We found that students, regardless of gender or field of study, prefer interactive online presentations based on the manner in which lectures on this subject were conducted.

The scope of this paper was to find out how the students in Computer Science perceive different teaching styles and how the teaching style impacts the learning desire and interest in the course. To find out, we designed and implemented an experiment in which the same groups of students (86 students) were exposed to different teaching styles (presented by the same teacher at a difference of two weeks between lectures). We tried to minimize external factors' impact by carefully selecting the dates (close ones), having the courses in the same classroom and on the same day of the week, at the same hour, and checking the number and the complexity of the introduced items to be comparable. We asked for students' feedback and we define a set of countable body signs for their involvement in the course. The results were comparable by both metrics (body language) and text analysis results, students prefer a more interactive course, with a relaxing atmosphere, and are keener to learn in these conditions.

This study explores and analyses the expectations of second-year students enrolled in different lines of study related to Database course, as their interest in having a carrier path in a database related domain and how it reflects the job demands from the market. The participants in the study provided two sets of answers, anonymously collected (in the begging and in the middle of the course), thus allowing us to track how their interests changed as long as they found out more about the subject. We asked for their experience and initial knowledge, we found out that they are aware of the SQL and usability and importance of databases, but they appreciated the database knowledge will be used occasionally. Even if it was not the original scope of the paper, we also found out that men are more interested in learning in depth (acquiring security, performance, complexity database related information) than women do. In terms of the participants set, there were 87 answers from 191 enrolled students that were analyzed and interpreted using thematic analysis.

This study explores and analyzes the learning tendencies of second-year students enrolled in different lines of study related to the Databases course. There were 79 answers collected from 191 enrolled students that were analyzed and interpreted using thematic analysis. The participants in the study provided two sets of answers, anonymously collected (at the beginning and at the end of the course), thus allowing us to have clear data regarding their interests and to find out their tendencies. We looked into their expectations and if they were met; we concluded that the students want to learn only database basics. Their main challenges were related to the course homework. We combined the information and the answers related to 1) other database-related topics that they would like to learn, 2) how they plan to use the acquired information, and 3) overall interest in learning other database-related topics. The conclusion was that students prefer learning only the basic information that could help them achieve their goals: creating an application or using it at work. For these students, Getting the work done is preferred to Learning in-depth.

Some students’ expectations and points of view related to the Artificial Intelligence course are explored and analyzed in this study. We anonymous collected answers from 58 undergraduate students out of 200 enrolled in the Computer Science specialization. The answers were analysed and interpreted using thematic analysis to find out their interests and attractive and unattractive aspects related to the Artificial Intelligence study topic. We concluded that students are interested in Artificial Intelligence due to its trendiness, applicability, their passion and interest in the subject, the potential for future growth, and high salaries. However, the students’ expectations were mainly related to achieving medium knowledge in the Artificial Intelligence field, and men seem to be more interested in acquiring high-level skills than women. The most common part that wasn't enjoyed by the students was the mathematical aspect used in Artificial Intelligence. Some of them (a small group) were also aware of the Artificial Intelligence potential which could be used in an unethical manner for negative purposes. Our study also provides a short comparison to the Databases course, in which students were not that passionate or interested in achieving medium knowledge, their interest was related to DB usage and basic information.

We explore in this paper the interests and challenges of students regarding web and mobile technologies. Our study is based on a survey among undergraduate students, students that attend a Web Programming course. In particular, we study the challenges students have in following a successful career in web or mobile development and we have found that the most important one is the large effort required for keeping up to date with the fast changing web and mobile technologies. Overall, the attitude of the surveyed undergraduate students towards web development and mobile development is rather positive, as more than 60% of them said that they are interested in a career in web or mobile development. We also found out that most of them prefer working on back-end web technologies. As for the specific web technologies students are interested on, they are highly varied. Overall, our study provides valuable insights into the interests and challenges of students regarding web and mobile technologies, which can guide the development of effective teaching and learning approaches in this area.

This paper presents a study on using Agile methodologies in the teaching process at the university/college level during the Covid-19 pandemic, online classes. We detail a list of techniques inspired from software engineering Agile methodologies that can be used in online teaching. We also show, by analyzing students grades, that these Agile inspired techniques probably help in the educational process.