The use of Semantic Technologies in Computer Science Curriculum: A Systematic Review

TL;DR

This systematic review examines how semantic technologies are integrated into Computer Science curricula, highlighting current applications, limitations, and future research directions in educational contexts.

Contribution

It provides a comprehensive overview of existing research on semantic technologies in CS education and identifies key challenges hindering widespread adoption.

Findings

Semantic technologies are increasingly used in CS curricula

Ontology alignment is a major challenge

Curriculum assessment accuracy needs improvement

Abstract

Semantic technologies are evolving and being applied in several research areas, including the education domain. This paper presents the outcomes of a systematic review carried out to provide an overview of the application of semantic technologies in the context of the Computer Science curriculum and discuss the limitations in this field whilst offering insights for future research. A total of 4,510 studies were reviewed, and 37 were analysed and reported. As a result, while semantic technologies have been increasingly used to develop Computer Science curricula, the alignment of ontologies and accurate curricula assessment appears to be the most significant limitations to the widespread adoption of such technologies.