Ji Myong Song,
Hwang Myong Hyok,
Kim Kwang Hwi,
Choe Yong Jin,
- , School of Information Science and Technology, Kim Chaek University of Technology, Democratic People’s Republic of Korea, ,
- , Faculty of Information Science and Technology, O Jung Hup Chongjin University of Education, Democratic People’s Republic of Korea, ,
- , Faculty of Information Science and Technology, Kim Hyong Jik University of Education, Democratic People’s Republic of Korea, ,
- , Faculty of Education Science, Kim Hong Jik University of Education, Democratic People’s Republic of Korea, ,
Abstract
Software engineering education faces a persistent dichotomy between traditional lecture-based instruction, which effectively delivers theoretical frameworks but inadequately develops practical competencies, and contemporary pedagogical approaches such as problem-based learning (PBL) and flipped learning, which enhance learner engagement but risk weakening theoretical foundations. This study proposes and empirically validates the Hybrid Software Engineering Teaching Model (HSETM), a systematic integration of traditional and contemporary pedagogical methods designed to overcome this dichotomy. Grounded in the Outcome-Based Education (OBE) framework, HSETM sequentially integrates four instructional strategies: (1) traditional lectures for conceptual foundation, (2) flipped learning for preparatory engagement, (3) project-based learning for applied problem-solving, and (4) experiential learning (CDIO-Kolb integrated) for cyclical knowledge construction. A mixed-methods research design was employed with 147 undergraduate software engineering students at a four-year university in South Korea. Participants were assigned to an experimental group (n=74) receiving HSETM intervention and a control group (n=73) receiving traditional lecture-based instruction over 15 weeks. Quantitative analysis using ANCOVA revealed that the experimental group demonstrated significantly higher academic achievement (adjusted mean: 86.12 vs. 73.51, F=47.23, p<.001, η²=.32), learning engagement (4.21/5.00 vs. 3.18/5.00, d=1.71), and core competencies including requirements analysis, teamwork, and communication skills compared to the control group. Two-way ANOVA identified a significant interaction effect between instructional method and prior knowledge level (F=12.34, p<.01), indicating that HSETM was particularly effective for learners with low prior knowledge. Qualitative analysis of interviews and reflective journals revealed four emergent themes: (1) recursive connection between theory and practice, (2) psychological safety through staged difficulty progression, (3) activation of peer learning, and (4) challenges including time burden and team conflict. This study contributes to software engineering education by presenting an empirically validated hybrid model that transcends the traditional-innovative dichotomy, offering both theoretical insights into pedagogical integration principles and practical guidelines for instructional design.
Keywords: Software engineering education, hybrid teaching model, HSETM, flipped learning, project-based learning, experiential learning, mixed-methods research
[This article belongs to Current Trends in Information Technology ]
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Current Trends in Information Technology
| Volume | 16 | |
| Issue | 02 | |
| Received | 24/03/2026 | |
| Accepted | 19/05/2026 | |
| Published | 20/06/2026 | |
| Publication Time | 88 Days |