Context: Microservices are gaining significant traction in academic research and industry due to their advantages, and technical debt has long been a heavily researched metric in software quality context. However, to date, no study has attempted to understand how code technical debt evolves in such architectures. Aim: This research aims to understand how technical debt evolves over time in microservice architectures by investigating its trends, patterns, and potential relations with microservices number. Method: We analyze the technical debt evolution of 13 open-source projects. We collect data from systems through automated source code analysis , statistically analyze results to identify technical debt trends and correlations with microservices number, and conduct a subsequent manual commit inspection. Results: Technical debt increases over time, with periods of stability. The growth is related to microservices number, but its rate is not. The analysis revealed trend differences during initial development phases and later stages. Different activities can introduce technical debt, while its removal relies mainly on refactoring. Conclusions: Microservices independence is fundamental to maintain the technical debt under control, keeping it compartmentalized. The findings underscore the importance of technical debt management strategies to support the long-term success of microservices.

Background: Over the past decade, microservices have surged in popularity within software engineering. From a research viewpoint, mining studies are frequently employed to assess the evolution of diverse microservice properties. Despite the growing need, a validated static method to swiftly identify microservices seems to be currently missing in the literature.

Context: With the ever-evolving software landscape, methods to train software programmers are continuously advancing and evolving. In this investigation, we study the case of 42, a programming school with over 50 campuses worldwide. 42’s pedagogical method blends elements of problem-based learning, peer pedagogy, community building, and gamification. Objectives: The goal of the research is twofold: On one hand, to gain a deep understanding of the pedagogical method itself, and on the other hand, to study how its different components affect learning. Method: We adopt an ethnographic qualitative inquiry, with two academic researchers conducting participant observation over a period of six months by using activity theory as theoretical underpinning. Results: Problems of incremental difficulty, albeit challenging, foster virtuous cycles of reinforcing feedback and community building. Gamification and peer learning elements, which are deeply rooted in the carefully crafted educational receipt, further support the pedagogical method. Conclusions: The characteristic nature of 42 positions it as an outlier compared to the recurrent academic setting of frontal lectures followed by a final exam, making it a valuable case study to understand how various pedagogical components may function, interact, and affect student learning.