Teacher Education at a Crossroads: Computer Science and Digital
Education in a Blended Curriculum
Corinna H
¨
ormann
1 a
, Marina Unterweger
1 b
, Eva Schmidthaler
1 c
, Lisa Kuka
1 d
,
Sara Hinterplattner
2 e
and Barbara Sabitzer
1 f
1
Department of STEM Education, Johannes Kepler University Linz, Altenbergerstraße 69, Linz, Austria
2
Austrian Center for Gifted Education, PH Salzburg, Akademiestraße 23-25, Salzburg, Austria
Keywords:
Teacher Education, Curriculum Design, Digital Education, Computer Science Education, Educational Policy.
Abstract:
In response to the growing need for digital literacy, the Austrian Ministry of Education introduced digital
education as a stand-alone subject in 2022, prompting its integration into existing Computer Science teacher
training programs. This study explores the effects of this significant curriculum reform on the preferences, per-
ceptions, and preparedness of 70 students enrolled in either the traditional computer science or the newly com-
bined computer science & digital education teacher training. Through a comprehensive survey, the research
investigates whether students prefer the blended or the stand-alone computer science university curriculum
and identifies the factors influencing their choice. The study also examines how effectively digital education
has been integrated into the curriculum and its impact on students’ perceptions of their teaching readiness.
The findings reveal mixed reactions, with some students appreciating the broader skill set provided by the
combined approach. In contrast, others express concern over the diminished focus on core computer science
topics. This paper highlights the challenges and opportunities of implementing such curricular changes and
offers insights for improving teacher education in the digital age.
1 INTRODUCTION
The rapid development of digital technologies influ-
ences almost every aspect of society, and education is
no exception. In recognition of the growing need for
digital literacy, there have been significant changes in
Austrian schools in recent years, including introduc-
ing a new subject “Digital Education” (German: Dig-
itale Grundbildung). Computer science (CS) has been
incorporated into the Austrian school system since
1985. Nevertheless, despite the early integration of
CS education, its scope has remained limited, con-
strained by time and resources, and it has a narrow
focus on rudimentary computer skills.
Over the past few years, Austria’s educational sys-
tem has had a notable shift that emphasizes the in-
a
https://orcid.org/0000-0002-4770-6217
b
https://orcid.org/0000-0001-5772-0672
c
https://orcid.org/0000-0001-9633-8855
d
https://orcid.org/0000-0002-0000-5915
e
https://orcid.org/0000-0002-9601-433X
f
https://orcid.org/0000-0002-1304-6863
tegration of digital competencies across all educa-
tional levels. In 2018, Austria introduced a digiti-
zation strategy that includes the introduction of the
new subject of digital education for lower secondary
schools. In order to quickly equip teachers with the
necessary skills, Austria first introduced in-service
teacher training. It recently created a curriculum for
a new degree program combining computer science
and digital education. Still, many teachers in Austria
face challenges in acquiring the necessary competen-
cies to effectively teach digital education (H
¨
ormann
et al., 2023a; H
¨
ormann et al., 2023b). However, Boc-
coni et al. (2022) stated that a lack of adequately pre-
pared teachers is one of the main barriers to introduc-
ing computer science into curricula (Bocconi et al.,
2022).
Using a comprehensive survey, this study explores
students’ perceptions of the new blended curriculum
and how they rate it in terms of content and suitability
for practical use. Section two presents the develop-
ment of CS education and the major changes regard-
ing digital education. It is followed by the outline of
the study’s methodology and the discussion of the sur-
768
Hörmann, C., Unterweger, M., Schmidthaler, E., Kuka, L., Hinterplattner, S. and Sabitzer, B.
Teacher Education at a Crossroads: Computer Science and Digital Education in a Blended Curriculum.
DOI: 10.5220/0013326500003932
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 2, pages 768-775
ISBN: 978-989-758-746-7; ISSN: 2184-5026
Proceedings Copyright © 2025 by SCITEPRESS – Science and Technology Publications, Lda.

vey results, focusing on university students’ views of
the new curriculum. Finally, the conclusion summa-
rizes the key findings, reflects on their impact, and
provides suggestions for further research.
2 BACKGROUND
In 1985, Austria introduced computer science (CS) as
a stand-alone subject in its school system. Currently,
the curriculum allocates just two hours per week for
CS in the 9th grade of academic secondary schools.
Despite nearly four decades of CS education, signif-
icant changes have been minimal. As a new sub-
ject, it had to compete with established subjects and
justify the high cost of infrastructure and space re-
quirements. The rapid advancement of information
and communication technologies has often led edu-
cators to focus more on specific technologies rather
than fundamental concepts (Friedrich and Hartmann,
2010). Additionally, computer science lacks a long
tradition and strong advocacy from professional as-
sociations (Friedrich and Hartmann, 2010; D
¨
obeli,
2010; H
¨
ormann et al., 2022).
Still, another ongoing debate concerns the cur-
riculum content, which remains vague and open to
interpretation. Academic secondary schools, which
emphasize general education, must decide what con-
stitutes essential knowledge. Often, teaching is lim-
ited to basic computer skills, such as those outlined in
the European Computer Driving Licence (ECDL) cur-
riculum, which can give students a narrow view of the
field. To provide actual value, CS education should
inspire students and demonstrate its broader educa-
tional benefits beyond technical skills, preparing them
for a society where information is paramount (Mit-
termeir, 2010; H
¨
ormann et al., 2022). In 2018,
the Austrian government introduced a master plan
for digitalization, comprising three key areas: revis-
ing existing curricula to integrate digital content, en-
hancing teacher training and education, and improv-
ing technical infrastructure and school administration
(BMBWF, 2018; H
¨
ormann et al., 2023c).
2.1 Digitalization and 8-Point-Plan
The plan features an eight-point strategy to foster
digital education across the school system. Notable
initiatives include the Portal Digital School (PoDS),
which consolidates various pedagogical and admin-
istrative applications intending to streamline school
operations (BMBWF, 2020c). Furthermore, a Mas-
sive Open Online Course (MOOC) was launched
to prepare teachers for blended and distance learn-
ing environments. By August 2020, the MOOC
had recorded over 11,000 participating educators
(BMBWF, 2020b). The plan also emphasizes the
enhancement of digital teaching resources through
Eduthek (BMBWF, 2024), an Austrian online reposi-
tory of educational materials, and aims to provide dig-
ital devices to students. However, the roll-out of this
initiative was delayed due to the COVID-19 pandemic
(BMBWF, 2020a; H
¨
ormann et al., 2022).
2.2 Introduction of the Subject “Digital
Education”
After a pilot phase in 2017/18, the new subject dig-
ital education was implemented in September 2018
for grades 5 to 8, offering schools greater flexibility
in the delivery of content. A survey revealed a mix
of approaches: Twenty-six percent of schools opted
for a stand-alone subject, while others chose to in-
tegrate it into existing curricula (Oppl et al., 2021).
The curriculum addresses eight critical areas, such
as the social implications of digitalization, data se-
curity, and computational thinking, all designed to
prepare students for life in a digital society (BG-
BLA, 2018). In November 2021, the Austrian Min-
ister of Education announced that digital education
would become a compulsory subject with traditional
grading starting in the 2022/23 school year. The re-
vised curriculum will incorporate IT and media ed-
ucation across all grades, beginning in primary edu-
cation. It places particular emphasis on the 4C’s –
critical thinking, creativity, collaboration, and com-
munication – to equip students with essential skills
for their future careers (Polaschek, 2022; H
¨
ormann
et al., 2022; H
¨
ormann et al., 2023c). Computer sci-
ence and digital education share essential competen-
cies, such as critical thinking and problem-solving.
However, their teaching approaches and application
methods can diverge significantly (BMBWF, 2024;
Informatikportal AHS
¨
Osterreich, 2022). In com-
puter science, problem-solving is typically tackled
through programming tasks, computational exercises,
and logical reasoning activities. Conversely, digital
education often emphasizes scenarios involving digi-
tal ethics, online communication challenges, or media
interpretation. These areas require educators to trans-
late problem-solving skills into practical, relatable ap-
plications that resonate with students’ everyday digi-
tal experiences.
Teacher Education at a Crossroads: Computer Science and Digital Education in a Blended Curriculum
769

2.3 Introduction of the In-Service
Teacher Training and Double
Degree at Universities
In the 2022/23 academic year, universities of educa-
tion launched a 30 ECTS credit program designed for
current in-service teachers to gain qualifications for
teaching the new mandatory subject of digital edu-
cation. The teacher training started with over 1,000
participants and aims to qualify teachers for teach-
ing digital education (Der Standard, 2024). It fo-
cuses on education with, about, despite, and guided
by digital media, aligning with curriculum require-
ments for secondary education. The program incor-
porates technological, socio-cultural, and application-
based perspectives on education in a digitally con-
nected world. Fundamental principles include “De-
sign for All”, promoting accessibility for individuals
with diverse needs, and sustainability, emphasizing
responsible resource use in digital media (BMBWF,
2028), (Gesellschaft f
¨
ur Informatik, 2016). The intro-
duction of in-service teacher training bridges the gap
until the students of the new subject have joined them.
In addition, digital education can now be stud-
ied in combination with computer science, and uni-
versity students can teach both compulsory subjects
after completing their studies (University of Vienna,
2024). The new structure serves both upper sec-
ondary and lower secondary education (University of
Vienna, 2024), making it more attractive for new stu-
dents. Still, few students study computer science (or
computer science in combination with digital educa-
tion), which eventually results in teacher shortages
(Statistik Austria, 2024; European Commission and
European Education and Culture Executive Agency,
2022).
3 STUDY
3.1 Methodology
The study’s primary focus is on examining the percep-
tions of future (pre-service) teachers about integrating
digital education with computer science studies, as
well as the challenges and opportunities this blended
approach presents within teacher training programs.
The following research question serves as the sur-
vey’s foundation:
(RQ1) What are the preferences of teacher education
students regarding the new blended curricu-
lum of computer science and digital education
compared to the previous curriculum?
(RQ2) What factors influence students’ decisions to
prefer either the standalone computer science
program or the combined curriculum?
The underlying survey was conducted in the au-
tumn of 2024 and was sent to all Austrian universities
that provide “Computer Science” as a major. Data
was gathered using the university-provided, free, and
General Data Protection Regulation (GDPR) com-
pliant online application called “LimeSurvey”. This
platform has integrated data analysis tools and com-
plete data export capabilities (Limesurvey, 2024).
In total, 70 university students currently studying
“Teacher Training: Computer Science” or “Teacher
Training: Computer Science & Digital Education”
attended, but only 49 finished it. As numbers in
this field of study are meager, so are the study’s
participants.
The questionnaire type is a mixed-methods survey
that combines quantitative closed-ended questions
using a five-point Likert scale with qualitative
open-ended questions to gain comprehensive insights
into participants’ perceptions and opinions. The
Likert scale has been employed because it is a
commonly used technique for measuring attitudes
and perceptions, and it works exceptionally well for
quantifying subjective answers (Joshi et al., 2015;
Edmondson, 2005; McLeod, 2023). Additionally,
when examining these items, the median was chosen
as the primary indicator of central tendency. Because
the Likert scale generates ordinal data, the median
provides a more reliable representation of central
tendency than the mean because outliers and extreme
values less impact it. The first section of this survey
focused on the study program the participants are
currently enrolled in and whether they would prefer
to switch to other curricula. The following section
covers students’ perceptions and how well they
feel prepared. In the next section, students should
declare their own opinion of the new combined field
of study. The final substantive question deals with
students’ plans. Following this, demographic data
were collected.
Questions (4), (5), and (6) were implemented by
using a scale rating applying a five-point Likert scale
(Joshi et al., 2015).
All but three questions could be analyzed quan-
titatively with statistical tools. The remaining three
((7), (8), and (14)) have been analyzed using a content
analysis following the seven-step model outlined by
Kuckartz and R
¨
adiker (Kuckartz and R
¨
adiker, 2022).
This standard offers a thorough method for structured
qualitative content analysis. The first step involves or-
ganizing, summarizing, and analyzing the text. The
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770

first coding cycle is based on the major categories
identified in the next stage. Subcategories are made if
needed, and another coding round is carried out. Ad-
ditional analyses are possible in the subsequent steps,
and the process and outcomes must be documented in
the final step. Iterative refining is possible since this
spiral process can be restarted at any time (Kuckartz
and R
¨
adiker, 2022).
3.2 Quantitative Results
A total of 70 university students enrolled in the
“Teacher training computer science” or “Teacher
training computer science & digital education” pro-
grams participated in the online survey, but only 49
completed it. The gender distribution in this survey
looks like the following: 36% (18) identified with “fe-
male”, 60% (30) with “male”, and four percent (two)
chose not to answer (n = 50). Considering the age
group, 22.45% (11) stated that they were “under 20”
years old, 53.06% (26) “20 - 25”, 16.33% (eight) “26
- 30”, 8.16% (four) “older than 30” (n = 49).
3.2.1 Study Program
Concerning the field of study, 43.55% (27) partici-
pants enrolled “Teacher training computer science &
digital education bachelor”, 37.1% (23) in “Teacher
training computer science (& computer science man-
agement) bachelor”, 6.45% (four) in “Teacher train-
ing computer science (& computer science manage-
ment) master”, and 12.9 % (eight) in “Other” (n =
62).
Taking a look at the semesters they are in, 44.23%
(23) answered “1st semester”, 15.38% (eight) “2nd
semester”, 3.85% (two) “3rd semester”, 7.69% (four)
“4th semester”, 5.77% (three) “6th semester”, 11.54%
(six) “8th semester”, 1.92% (one) “9th semester”,
3.85% (two) “10th semester”, and 5.77% (three)
“eleven or more semesters” (n = 52, arithmetic mean
= 3.63, median = 2).
“Mathematics” was stated 22 times as a second
subject, followed by “English” with 13 times, “Ger-
man” with five times, “Geography” with five times,
“Sports” with three times, “Biology” with two times,
and “Geometry”, “Household Economics and Nutri-
tion”, “Technical and Textile Design”, “Latin”, “Me-
dia Design”, “Physics”, “Polish”, “Psychology & Phi-
losophy”, “Slovakian”, “Slovenian”, and “Hungar-
ian” once each.
The majority (32.65%, 16) of the participants
graduated from Grammar School, 18.37% (nine) from
“Higher Federal Technical College”, 16.33% (eight)
from “Secondary College of Business Administra-
tion”, 14.29% (seven) from “College for Social Pro-
fession”, 10.2% (five) did the “General Higher Educa-
tion Entrance Examination”, 4.08% (two) from “Sec-
ondary School for Economic Professions”, 2.04%
(one) from “College for Early Childhood Pedagogy”,
and 2.04% (one) did the “Limited Higher Education
Entrance Examination” (n = 49).
Furthermore, there were 58.49% (31) students
studying in “Linz”, 20.75% (11) in “Feldkirch”,
11.32% (six) in “Graz”, 3.77% (two) in “Salzburg”,
1.89% (one) in “Vienna”, and 3.77% (two) in “Other
cities” (n = 53).
A total of 85.71% (42) of the students indicated
that they currently “do not teach at a school”, whereas
14.29% (seven) said they do (n = 49).
3.2.2 Students from Computer Science Only
The following results concern the participants who
chose the option “Teacher training computer sci-
ence (& computer science management) bachelor” or
“Teacher training computer science (& computer sci-
ence management) master”:
The question “If you had the opportunity, would
you choose the pure computer teaching degree again,
or would you prefer to study the combined computer
science & digital education teaching degree?” was
answered by 80.77% (21) with “combined computer
science & digital education teaching degree”, and by
19.23% (five) with “computer science only” (n = 26)
(see Figure 1). This shows a general preference for
the blended curriculum among students who have ex-
perienced the traditional approach, which provides
answers to (RQ1).
Figure 1: If you had the opportunity, would you choose the
pure computer science teaching degree again, or would you
prefer to study the combined computer science & digital
education teaching degree? (n = 26).
Moreover, 53.85% (14) don’t see any “disadvan-
tages in their career prospects because they study
computer science only”, whereas 46.15% (twelve) do
Teacher Education at a Crossroads: Computer Science and Digital Education in a Blended Curriculum
771

so (n = 26). When asked if the students think about
switching the curriculum, 57.69% (15) stated “Yes”,
and 42.31% stated “No” (n = 26).
3.2.3 Students from Combined Subject
Subsequent results pertain to participants who se-
lected the “Teacher training in computer science &
digital education Bachelor” option:
“Would you have preferred to study only com-
puter science or only digital education instead of the
combined subject?” was answered by 11.54% (three)
participants with “Yes, only Computer Science”, by
23.08% (six) with “Yes, only digital education”, and
by 65.38% (17) with “No, I like the combination of
computer science and digital education” (n = 26) (see
Figure 2). This provides a direct comparison of pref-
erences between those exposed to the new and tradi-
tional curricula and helps to answer (RQ1).
Figure 2: Would you have preferred to study only computer
science or only digital education instead of the combined
subject? (n = 26).
Of those 3 students, that ticked the option “Yes,
only computer science”, “Digital Education not that
important for me” was chosen two times and one
“Digital education does not interest me” once (mul-
tiple responses possible).
Taking a closer look at the six participants that
would prefer to study digital education solely, the
statements “computer science does not interest me”
and “computer science is too difficult” were chosen
thrice each, and “I assume it requires more effort”
twice.
3.2.4 Perceptions of Preparation
The question “How well do you feel prepared for
teaching computer science or computer science &
digital education?” was assessed by 7.69% (four)
with “Very well prepared”, by 21.15% (11) with “well
prepared”, by 34.62% (18) with “Neither well nor
poorly prepared”, by 21.15% (11) with “not very well
prepared”, and by 15.38% (eight) with “Not well pre-
pared at all” (n = 52). Since the question uses an ordi-
nal scale, each category can be represented by a num-
ber. The response “Very well prepared” is assigned a
value of five, indicating the highest level of prepared-
ness. “Well prepared” is assigned a value of four,
while “Neither well nor poorly prepared” receives a
value of three, representing a neutral level of pre-
paredness. “Not very well prepared” is given a value
of two, and the lowest level, “Not well prepared at all”
is assigned a value of one. This numerical scale al-
lows to quantify the ordinal data and proceed with the
mean calculation. Therefore, the arithmetic mean is
approximately 2.85, and the median is “Neither well
nor poorly prepared”.
When asked “How well do you feel digital edu-
cation has been integrated into your current studies”,
5.88% (three) chose “Very well integrated”, 29.41%
(15) “Well integrated”, 35.29% (18) “Neither well nor
poorly integrated”, 21.57% (11) “Not very well inte-
grated”, and 7.84% (four) “Not well integrated at all”
(n = 51, arithmetic mean = 3.04, median = “Neither
well nor poorly integrated”).
3.2.5 Students’ Opinion on Combined Subject
As shown in Figure 3, “How do you rate the decision
to introduce computer science & digital education as
a combined subject at universities?” was assessed by
29.41% (15) with “Very good”, by 37.25% (19) with
“Good”, by 13.73% (seven) with “Neither good nor
bad”, by 7.84% (four) “Bad”, by 11.76% (six) with
“Very bad” (n = 51, arithmetic mean = 3.65, median
= “Good”).
Figure 3: How do you rate the decision to introduce com-
puter science & digital education as a combined subject at
universities? (n = 51).
3.2.6 Future Plans
The question “Do you plan to work in the field of ed-
ucation/teaching after graduation?” was answered by
82.35% (42) with “Yes”, 3.92% (two) with “No”, and
13.73% (seven) with “Unsure” (n = 51).
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3.3 Qualitative Results
The following three questions were analyzed qualita-
tively:
(4) What advantages do you see in integrating digital
education into computer science studies? (open
question)
(5) What disadvantages do you see in integrating
digital education into computer science studies?
(open question)
(6) Do you have any other comments or suggestions
you would like to share with us? (open question)
Twenty-eight participants answered the question
(4). Similar ideas of those comments have been
grouped into key themes (see Figure 4):
• Broader career opportunities (six responses)
• Overlap between computer science and digital ed-
ucation (six responses)
• Practical application and relevance in education
(five responses)
• Enhanced skill set and versatility for teachers
(four responses)
• Criticism or opposition (four responses)
• Pedagogical advantages (three responses)
Figure 4: What advantages do you see in integrating digital
education into computer science studies?
Furthermore, 28 students commented on the ques-
tion (5), where the following common themes could
be identified (see Figure 5):
• Loss of focus on core computer science (five com-
ments)
• Overloaded curriculum (four comments)
• Loss of advanced computer science skills (three
comments)
• Uncertainty about outcomes (three comments)
• Devaluation of computer science degree (three
comments)
• Unfair transition for current students (two com-
ments)
• Impact on future career (one comment)
Seven comments were not categorized, as they
mostly stated “None”, “No idea” or similar responses.
Figure 5: What disadvantages do you see in integrating dig-
ital education into computer science studies?
3.4 Discussion
3.4.1 Instrument Validity & Limitations
Although the questionnaire was carefully designed to
align with the study’s goals, it lacked a formal pi-
lot test. This absence is a limitation, as conduct-
ing a pilot test could have enhanced the validation
of the instrument’s clarity and reliability. Future re-
search should consider implementing a preliminary
test with a smaller group to refine questionnaire items
and identify potential interpretation issues.
According to Statistik Austria (2024), there were
a total of 211 students enrolled in teacher training pro-
grams for computer science across Austria in winter
term 2023/24, with 51 students enrolled in master’s
programs (Statistik Austria, 2024). These figures un-
derscore the relatively small size of the cohort special-
izing in computer science education within the coun-
try. Such numbers reflect the niche nature of the field,
which impacts the availability of participants for re-
search and studies focused on teacher training in com-
puter science.
3.4.2 Participant Selection & Demographic
Representativeness
Participants were drawn from various Austrian uni-
versities, enhancing the diversity of the sample con-
cerning educational experiences. However, it is es-
sential to acknowledge that the higher concentration
Teacher Education at a Crossroads: Computer Science and Digital Education in a Blended Curriculum
773

of responses from certain universities, such as Linz
(58.49%), could introduce regional biases. The sam-
ple’s gender imbalance, although typical of Com-
puter Science programs (Castro N
´
u
˜
nez and Santero-
S
´
anchez, 2023), may limit the generalizability of find-
ings when considering broader teacher education or
interdisciplinary contexts that might have more bal-
anced gender representation.
One potential bias in this study arises from the
composition of the participant pool. A significant por-
tion of the sample comprises students in their first
semester of the computer science teacher training pro-
gram. This demographic skew could introduce bias,
as these students may have needed more exposure to
the full scope of the curriculum compared to those in
more advanced semesters. Consequently, their per-
spectives might only partially reflect the experiences
or opinions of students who have progressed further in
their studies and engaged more deeply with the com-
bined curriculum’s challenges and opportunities.
3.4.3 Analysis of Research Questions
The survey results indicate a general preference
among students for the combined Computer Science
and Digital Education curriculum, which directly ad-
dresses (RQ1). Approximately 81% of students en-
rolled in the traditional computer science program ex-
pressed a willingness to switch to or preferred the
blended curriculum, suggesting a substantial incli-
nation toward the new format. Moreover, students
already enrolled in the blended curriculum reported
higher satisfaction levels, with around 65% express-
ing contentment with the combination of subjects.
Concerning (RQ2), one primary influencing fac-
tor was the blended curriculum’s perceived breadth.
Many students who favored the combined program
cited the advantage of acquiring diverse teaching
skills, which could improve employability and adapt-
ability in the education sector. Approximately
46% of respondents indicated concerns about career
prospects influenced their preferences. Some felt that
while the blended approach offered a well-rounded
education, it might need to be revised in the depth of
core computer science content. However, those who
preferred the pure computer science curriculum often
expressed lower interest in digital education content,
viewing it as less relevant to their career aspiration.
3.4.4 Alignment with European Trends in
Teacher Education
By mandating digital education in lower secondary
schools, Austria complements broader European
trends that advocate for embedding digital compe-
tencies into formal education. While some coun-
tries take a cross-curricular approach, Austria es-
tablished digital education as a stand-alone subject
(European Commission and European Education and
Culture Executive Agency, 2022). However, Aus-
tria’s educational system aligns with the objectives of
the European Digital Education Action Plan (DEAP),
which emphasizes the development of digital compe-
tencies among teachers and students across EU mem-
ber states (European Commission and Directorate-
General for Education, Youth, Sport and Culture,
2023).
4 CONCLUSION & OUTLOOK
The study reveals a complex landscape regarding inte-
grating digital education in computer science teacher
training in Austria. Despite a strong preference for the
blended curriculum among students, concerns about
its potential impact on core computer science educa-
tion, particularly for those aiming for careers beyond
teaching, are significant. However, challenges such
as the shortage of trained teachers and the need for
in-service teacher training highlight the importance of
ongoing investment in teacher education.
Future research should investigate this integra-
tion’s long-term effects on educational outcomes and
career paths. Additionally, areas for further research
could include conducting longitudinal studies to track
how student preferences and perceptions evolve as
they progress through the curriculum and exploring
the motivations behind students’ decisions to pursue
either the standalone or combined programs, particu-
larly in light of the evolving educational demands in
the digital age.
ACKNOWLEDGMENTS
This paper employed various AI tools to enhance
quality and structure. ChatGPT assisted with idea
generation, section organization, and language re-
finement. DeepL ensured translation accuracy,
while Grammarly maintained grammatical correct-
ness, clarity, and style.
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