Abstract The increasing adoption of hybrid and remote work has reshaped how software teams communicate, collaborate, and make design decisions. Our prior study showed that hybrid setups often result in missed discussions, fragmented understanding, and limited documentation of design rationale. At the same time, Generative AI (GenAI) tools–such as GitHub Copilot and ChatGPT–are becoming embedded in development workflows, providing support in code generation. While GenAI’s role in software development is gaining attention, its impact on early-stage design ideation activities and collaboration in hybrid teams remains underexplored. This paper builds on earlier findings to propose a forward-looking vision of GenAI as an instant, readily available co-developer in hybrid software design. We revisit documented challenges from our earlier study on hybrid collaboration and outline how GenAI could address these issues by facilitating asynchronous participation, surfacing undocumented rationale, and preserving design continuity. We present a conceptual framing of GenAI-supported collaboration and propose a research agenda to guide future studies on integrating GenAI into hybrid settings.

Smart villages require the involvement of residents. However, past experiences have revealed that goals were often not achieved because the community was treated as a single entity. In particular, the literature highlights the importance of improving smart services and outcomes to meet the needs of children, who are often excluded from participatory initiatives and rarely recognized as stakeholders. Non-conventional learning environments, like science festivals, provide an excellent opportunity to raise awareness and engage children as stakeholders in smart villages. However, organizing these events can be challenging due to the diverse backgrounds and varying needs of participants. Moreover, organizers often lack familiarity with individuals' learning styles and requirements. This study presents an interactive, unplugged activity aimed at children aged 6 to 10, where they can devise solutions for smart villages while learning fundamental programming concepts. To illustrate the potential of this activity, we present the results of its initial implementation with approximately 100 participants during a science festival. The first results show that the proposed activity is effective, engaging, and inclusive, making it an effective method for managing large and diverse groups of participants at science festivals. Copyright © 2025 by SCITEPRESS - Science and Technology Publications, Lda.

Coding camps bring together individuals from diverse backgrounds to tackle given challenges within a limited timeframe. Such camps create a rich learning environment for various skills, some of which are directly associated with the camp, and some of which are a result of working as a team during the camp. Unfortunately, coding camps often remain isolated from the broader educational curriculum or other bigger context, which downplays the opportunities they can offer to students. In this paper, we present the vision of the European initiative OSCAR, which aims at connecting coding camps to the educational and professional context faced by the learners. In addition, we sketch a supporting platform and its features for connected coding camps.

Vertical alignment delivers a smooth, organized curriculum. We explored an approach to apply Learning by Teaching (LbT) to support the alignment of the educational robotics curriculum and, in turn, strengthen the connections among different age groups to foster digital and social inclusion. We applied LbT in the context of teaching an introductory course in robotics in a high school, and we summarized our experience in a report that analyzes two relevant aspects: a) Understanding whether LbT supports teaching-students in learning robotics concepts and b) outlining the effectiveness of LbT for interactive activities targeting younger children during Science Festival. The observations reported in this work show that teaching-students are a relevant support for actual instructors; moreover, their activity offers several advantages, including enhanced engagement and active participation, which contribute to improved comprehension and knowledge transfer.

This research full paper presents findings on whether different hybrid work configurations during coding camps result in equal quality prod-ucts.- Background: Hybrid work has become the new normal way of working for many professionals, including software developers - some work from home, others from their office, and others from a combination of both. Thus, educating people on hybrid work is crucial. However, there is a lack of evidence and guidance to support educators in organizing hybrid non-conventional learning experiences, such as coding camps and hackathons. Research question: How do different hybrid work configurations impact the final product teams develop during coding camps for upper secondary school students? Methodology: We organized a hybrid coding camp at our university to teach upper secondary school students (aged 15–19) Agile-based Software Engineering practices and enhance their ability to develop high-quality software. The 180 participants (75% M; 25% F) had diverse backgrounds and little or no previous software development experience. The camp lasted 20 hours and integrated components from two baseline camps (onsite and on-line). We randomly assigned the 60 teams to two groups following different hybrid work configurations and compared the mobile apps they developed. Moreover, we compared all the apps of the hybrid coding camp to those of the baseline camps. Findings: The quality of the hybrid, onsite, and online coding is similar. The products of the two hybrid work configurations have similar quality. One configuration places slightly more emphasis on the User Interface, whereas the other concentrates slightly more on programming logic. This work has direct implications for educators, who can use both configurations without affecting the overall quality of the product.

While entering the post-COVID-19 pandemic phase, to define a new normal way of working, some companies are transitioning toward a permanent WFX model, while others are combining WFX with colocated work (i.e., hybrid work). Therefore, fostering WFX skills (usually classified as soft skills) in early-career students becomes crucial; additionally, it can help reduce early school leaving. This work aims at understanding how business simulation projects foster the WFX skills deemed crucial by industries. To this end, we conducted two case studies involving high school students. The final questionnaire revealed that most participants evaluate their WFX as fair or higher. Moreover, they believe that business simulation projects help in developing WFX skills. Based on our results, we highlight recommendations for educational practice.

The world of work-from-home (WFH) and work-from-anywhere (abbreviated WFX or WFA) grew more than ever during the COVID-19 pandemic. Many companies are now planning on permanently allowing WFX, with subsequent demand for specific skills. It is crucial to foster these skills in high schools, as students may enter the job market without attending University. Up-to-date analysis of the current situation is missing to align supply and demand by enabling educators to set goals and strategies to train students so that they will be able to mesh into a WFX setting. To address this issue, we collected complementary data using a case study (23 students), a questionnaire (616 students), and interviews with professionals and practitioners of the software development sector. Results suggest that information management, communication skills, autonomy, and resourcefulness are key competencies that enable professionals to succeed in a WFX environment. However, students feel less prepared in terms of communication skills; moreover, they lack time management and autonomy skills. Based on our results, we highlight recommendations for educational practice that educators can use in curriculum building to fill the gaps that emerged in this study to assure the effective development of the skillset demanded by current and future WFX conditions.

No abstract available.