Position Paper: Integrating Inquiry-Based Learning Pedagogy in

Information Technology

Aaron Chakerian

and Charanya Ramakrishnan

Faculty of Science and Engineering, Macquarie University, Macquarie Park, Australia

Keywords:

Active Learning, Course Redesign, Inquiry-Based Learning, STEM Education, IT Education, Student

Outcomes, Student Engagement.

Abstract:

This position paper examines the implementation of Inquiry-Based Learning (IBL) in Information Technol-

ogy (IT) education, focusing speciﬁcally on a ﬁrst-year database unit. Traditional pedagogical approaches,

which predominantly rely on lectures and textbooks, often hinder student engagement and motivation. The

paper identiﬁes the challenges inherent in current IT educational practices and proposes IBL as an effective

pedagogical alternative. IBL fosters active learning and critical thinking, thereby enhancing students’ grasp

of real-world applications. The proposed trial of IBL in an introductory database course aims to assess both

student outcomes and instructor experiences. The beneﬁts of IBL, including increased student engagement

and improved knowledge retention, are examined, as well as challenges related to time management, group

dynamics, and technical issues. The paper concludes with a call for extended exploration and broader adoption

of IBL methods in ﬁrst-year IT courses, promoting a necessary shift in educational practices to address student

needs better.

1 INTRODUCTION

Information Technology (IT) education plays a crit-

ical role in preparing students for the ever-evolving

demands of the digital world. Traditionally, IT ed-

ucation has relied on structured, teacher-centred ap-

proaches that emphasise lectures and standardised as-

sessments. While these methods have proven ef-

fective in delivering foundational knowledge, they

often fall short in fostering the deeper skills re-

quired for real-world problem-solving and innova-

tion(Schuh, 2004). With the growing need for stu-

dents to not only understand theoretical concepts but

also to apply their knowledge in practical contexts,

Inquiry-Based Learning (IBL) presents a promising

alternative.

IBL is a pedagogical approach that encourages

students to actively engage with the learning pro-

cess by investigating complex problems, collaborat-

ing with peers, and taking ownership of their learn-

ing(Singha and Singha, 2024). This student-centred

model emphasises critical thinking, creativity, and the

ability to synthesise and apply information to novel

situations. In the context of IT education, where

https://orcid.org/0009-0009-7235-600X

https://orcid.org/0009-0009-7704-5868

the rapid pace of technological advancement demands

continual adaptation, IBL can help students develop

the skills necessary to navigate uncertainty and solve

real-world challenges.

This position paper outlines the potential of im-

plementing IBL in IT education, with a focus on ﬁrst-

year units. It discusses the challenges of traditional

teaching methods, explores the beneﬁts of IBL, and

proposes a pilot program of IBL in an introductory

database unit. The paper also examines the key fac-

tors that would contribute to the successful implemen-

tation of IBL, including teacher education, curricu-

lum redesign, and authentic assessments(Justice et al.,

2009). By aligning teaching practices with the needs

of a modern IT curriculum, this paper aims to pro-

vide a framework for enhancing student engagement,

improving learning outcomes, and preparing students

for the challenges they will face in the tech industry.

2 IT EDUCATIONAL

LANDSCAPE

A clear understanding of the educational outcomes

and requirements of the discipline is necessary before

considering the pedagogical methodology. This sec-

860

Chakerian, A. and Ramakrishnan, C.

Position Paper: Integrating Inquiry-Based Learning Pedagogy in Information Technology.

DOI: 10.5220/0013480600003932

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 860-867

ISBN: 978-989-758-746-7; ISSN: 2184-5026

tion outlines the context of the Bachelor of Informa-

tion Technology (BIT) course and its database unit,

providing the foundation for the evaluation of the pro-

posed intervention.

IT education at the tertiary level is centred around

equipping students with a broad set of technical, prac-

tical, and interpersonal skills that are critical to their

success in the rapidly advancing digital landscape

(Deba et al., 2014). The curriculum is structured

to not only build technical expertise but also foster

critical thinking and problem-solving skills, ensuring

that students are capable of addressing complex IT

challenges. The course outcomes are speciﬁcally de-

signed to help students understand core concepts, de-

velop analytical skills, and prepare them to meet the

demands of the IT industry.

2.1 Macquarie University: BIT Course

Outcomes

The Bachelor of Information Technology at Mac-

quarie University is the third most popular program,

with more than 10,000 enrolled students. It provides

seven specialisations, including data science and cy-

ber security. The program’s objective is to develop

students’ skills and knowledge, preparing them for

successful careers in the dynamic IT sector.

The degree evaluates student learning through a

comprehensive set of course outcomes that encom-

pass the entire curriculum, as outlined below:

• Outcome1. Demonstrate comprehensive knowl-

edge in essential areas of Information Technol-

ogy, including data management and modelling,

networking, cybersecurity, and programming.

• Outcome2. Analyse complex problem require-

ments to design and assess technological solutions

for practical issues.

• Outcome3. Apply advanced knowledge and

skills from a speciﬁc area of Information Technol-

ogy to address real-world challenges in domains

such as software design, applied data modelling

and analysis, and cybersecurity detection and mit-

igation.

• Outcome 4. Collaborate effectively as a valuable

team member on an industry-relevant project.

• Outcome 5. Exhibit clear and critical thinking,

well-informed judgment, and professional stan-

dards when relating knowledge and skills in Infor-

mation Technology to broader societal contexts,

particularly in ethical and security decision mak-

ing.

The course outcomes are a higher-level abstrac-

tion of the unit outcomes. Individual units break down

complex skills into manageable competencies, allow-

ing students to engage with the content and be as-

sessed on their progress toward achieving the course

outcomes(Gottipati and Shankararaman, 2018).

2.2 Traditional Teaching Pedagogy

The traditional teaching pedagogy is predominantly

teacher-centred, emphasising lectures and reliance on

textbooks. It is characterised by a rigid curricu-

lum centred on standardised assessments and a fo-

cus on memorisation. This methodology prioritises

rote learning and memory recall, often at the expense

of fostering deeper comprehension and practical ap-

plication (Silwal and Kaﬂe, 2024). Current instruc-

tional delivery includes lectures and practical ses-

sions, while assessments are conducted through take-

home assignments and in-class evaluations. In tradi-

tional pedagogy, assessments are predominantly sum-

mative, including exams, quizzes, and assignments.

These evaluative methods emphasise the recall and re-

production of established knowledge rather than en-

couraging critical thinking, creativity, or problem-

solving skills.

Traditional teaching pedagogy contributes to

challenges in IT education, hindering students’ career

readiness and industry preparedness(Van Wyk, 2022),

these include:

Traditional teaching pedagogy limits students’

outcomes by prioritising lectures and textbook-based

learning over experiential learning and critical think-

ing. This approach presents several challenges in IT

education, negatively affecting students’ readiness for

careers and industry demands (Van Wyk, 2022). The

primary issues include:

• Limited Student Engagement. Traditional

teaching often involves passive learning, resulting

in diminished student involvement in the educa-

tional process, which limits opportunities for col-

laboration, inquiry, and exploration.

• Lack of Personalisation. Traditional pedagogy

frequently adopts a uniform approach, not ac-

counting for the diverse learning styles and paces

of individual students, potentially limiting the

overall effectiveness of instruction for all learners.

• Minimal Feedback Opportunities. In traditional

models, feedback is often limited to assessments

such as exams, with fewer opportunities for timely

or formative feedback, which can hinder student

growth and improvement.

Position Paper: Integrating Inquiry-Based Learning Pedagogy in Information Technology

861

• Emphasis on Content Delivery. Traditional

teaching places a high emphasis on content deliv-

ery rather than fostering higher-order skills such

as critical thinking, problem-solving, and real-

world application.

• Inﬂexible Learning Environments. The struc-

ture of traditional teaching methods often restricts

the ability to adapt lessons to real-time student

needs or integrate modern technologies and tools

that could enhance learning experiences.

• Assessment of Narrow Skills. Traditional as-

sessments predominantly measure content recall,

which may not fully reﬂect a student’s ability

to apply knowledge in real-world contexts or

demonstrate a broad range of competencies.

• Limited Collaboration. Traditional teaching

methods often lack opportunities for collabora-

tive learning, which is essential for developing

interpersonal skills and the ability to work effec-

tively in teams, both critical competencies in pro-

fessional settings.

An analysis of learning outcomes across differ-

ent instructional methods reveals the primary chal-

lenges faced when shifting from traditional teaching

to inquiry-based learning (IBL) (Bartolom

e, 2025).

This context prompts an exploration of how par-

ticular units, like Database Design and Management,

can leverage pedagogical strategies that align with

these outcomes to improve student achievement.

2.3 Unit Speciﬁc Challenges:

Introductory Database Design and

Management

The Introductory Database Design and Management

unit, which is conducted annually for at least 1100

students, has faced increased failure rates in recent

years. A new pedagogical strategy is being explored

to improve student outcomes, engagement, and over-

all learning experiences, with the goal of enhancing

academic performance.

The conventional teaching methodology, charac-

terised by a reliance on lectures and practical exer-

cises based on textbook content, has posed signiﬁ-

cant challenges. While this approach ensured thor-

ough coverage of material, it did not foster active en-

gagement or the practical application of knowledge to

real-world scenarios.

Students encountered difﬁculties with concep-

tual topics in database design, such as normalisa-

tion, which proved challenging to contextualise in

practical applications. This issue was further com-

pounded when attention turned to database manage-

ment subjects, such as data quality, and more ad-

vanced concepts like data marts and data warehouses,

which were also viewed as overly theoretical. Stu-

dents showed greater engagement with more prag-

matic topics, such as database implementation and

Structured Query Language (MySQL). Conversely,

students engaged positively with more applied top-

ics such as database implementation and Structured

Query Language (MySQL). Despite the introductory

nature of the course, students struggled to synthesise

their knowledge into database design and implemen-

tation scenarios that were not explicitly covered in the

curriculum. While they could execute discrete tasks,

they found it challenging to apply their understanding

in more holistic and interconnected contexts.

3 THE PROPOSED

INTERVENTION

Research in IT education shows that IBL enhances

technical skills and problem-solving, for example

(Lazonder and Harmsen, 2016) found that IBL in

software development courses improved students’

problem-solving and collaboration abilities. (

Ozt

urk

et al., 2022) reported that IBL in database design

increased student engagement and understanding of

complex topics like SQL. Barron et al. (2015) also

highlighted that IBL in information systems courses

helped students apply theoretical knowledge to real-

world problems. These studies demonstrate that IBL

effectively bridges theory and practice in IT educa-

tion.

IBL necessitates careful attention to several key

elements, including teacher training, content develop-

ment, and authentic assessment methods(Badeleh and

Gashmardi, 2024). This evidence-driven approach,

grounded in diverse research ﬁndings, facilitates the

establishment of an effective and impactful educa-

tional solution. At the same time, the intervention’s

systematic design promotes successful implementa-

tion. The intervention is designed to be implemented

in four phases as shown in the Figure 1

3.1 Phase 1: Align IBL with Course

Outcomes

The initial step of the IBL intervention involves eval-

uating the alignment of inquiry-based learning (IBL)

pedagogy with the intended learning outcomes at the

course level. At Macquarie University, IBL aligns

well with the course objectives of BIT education by

CSEDU 2025 - 17th International Conference on Computer Supported Education

862

Figure 1: Phases of IBL Implementation.

fostering essential competencies required in the IT

sector. The learner-centric aspect of IBL encourages

active participation in the curriculum, enabling stu-

dents to cultivate the problem-solving and teamwork

skills vital for success in both academic and profes-

sional environments.

Course Outcome 2, which emphasises the anal-

ysis of complex problems to devise and evaluate IT

solutions, is supported by IBL’s focus on real-world

problem-solving and critical analysis. Through IBL,

students engage in open-ended projects that neces-

sitate the identiﬁcation and resolution of real-world

challenges, emulating the demands of the IT indus-

try. Course Outcome 3, which emphasises the ap-

plication of knowledge to solve practical problems

in areas such as software design and data modelling,

is reinforced through IBL’s experiential learning ap-

proach. In this framework, students develop tangible

solutions in collaborative settings, reﬂecting the in-

terdisciplinary and pragmatic nature of the IT ﬁeld.

Course Outcome 4, which prioritises effective team-

work, is enhanced by IBL’s emphasis on collabora-

tive learning and peer interaction. By working to-

gether on inquiry-based projects, students reﬁne their

communication, collaboration, and problem-solving

skills, which are crucial in IT professional settings.

IBL offers a dynamic approach that directly sup-

ports the achievement of course outcomes, ensuring

students grasp theoretical concepts and apply them in

real-world scenarios.

3.2 Phase 2: Teacher Education

The education and support of teachers are essen-

tial initial steps for the successful implementation

of inquiry-based learning (IBL). This process equips

teachers with the fundamental knowledge and skills

required for the effective execution of the intervention

(Fry et al., 2025). An introductory program will be

established to familiarise teachers with IBL method-

ologies and instructional design, ensuring sustained

support and effective application.

Teachers will guide teachers in facilitating IBL

classrooms, emphasising collaborative learning tech-

niques. They will gather and integrate information

on IBL, subsequently sharing their insights to align

understanding and standardise IBL practices within

the unit, promoting a uniﬁed pedagogical approach

(Evans, 2025). This experiential learning will en-

able teachers to comprehend the practical applications

of IBL, ensuring consistency in its implementation

across the unit.

For successful IBL implementation, effective re-

source allocation is crucial. Teachers need dedicated

time for preparation, and students require adequate

time for engagement. Ongoing support for instructors

is essential to maintain effective delivery. Technol-

ogy should be readily available for research, collab-

oration, and accessing resources, ensuring no disrup-

tions in learning. Additionally, administrative support

is critical to coordinate scheduling, facilitate group

work, and ensure the availability of necessary mate-

rials. With the teacher education framework in place,

the unit must be redesigned to align IBL with learn-

ing outcomes and instructional delivery. This align-

ment will enhance the relevance and effectiveness of

the approach, ensuring it fosters capable graduates.

3.3 Phase 3: Workshop Redesign

The unit will be restructured to promote an Inquiry-

Based Learning (IBL) approach while preserving the

established learning outcomes. This restructuring will

involve rethinking learning activities and instructional

methods to create an IBL environment that empha-

sises student engagement and a deeper connection to

the course content(Beltran and Kaplanis, 2024).

The initial stage of this transformation will con-

centrate on revising workshop materials to support

IBL. Questions and case studies will be designed to

foster collaborative activities, enabling students to

tackle challenges in database design, identify relevant

information, and propose solutions. The workshop

framework will be built around ﬁve principal compo-

nents(Lin, 2013) to facilitate IBL:

1. Collaborative Problem-Solving. Group work

will stimulate diverse solutions and mimic real-

world professional scenarios.

2. Open-Ended Tasks. These tasks will allow stu-

dents to engage with concepts and link them to

practical issues. By identifying entities, attributes,

and their interrelations, students will develop their

designs and assumptions based on case studies.

In SQL assignments, students will generate their

own questions, enhancing class discussions by re-

ﬂecting on examples covered in lectures.

Position Paper: Integrating Inquiry-Based Learning Pedagogy in Information Technology

863

3. Class Discussions. Following their collaborative

efforts, groups will participate in class discussions

to share insights, evaluate various strategies, and

analyse the advantages and limitations of their de-

signs.

4. Reﬂection. Students will be encouraged to reﬂect

on their choices and the reasoning behind their de-

sign decisions for open-ended tasks, considering

how these choices impact the overall system ar-

chitecture.

5. Instructor Support. Instructors will facilitate

students in reaching suitable solutions by guiding

them in two main areas: identifying relevant infor-

mation and effectively synthesising it to meet the

class objectives. Weekly resources will be pro-

vided to instructors to enhance questioning tech-

niques and promote engaging discussions.

3.4 Phase 4: Integrate Authentic

Assessments

Authentic assessments are designed to simulate real-

world challenges, evaluating students’ abilities to ap-

ply knowledge and skills in practical situations.

In IBL, authentic assessments play a crucial role

by focusing on students’ capacity to engage with

complex problems and make meaningful contribu-

tions to solutions (Barron, 2015). Evaluations are

frequently employed in this context, where students

undertake tasks that reﬂect real-life scenarios and re-

quire the application of learned concepts to produce

tangible outcomes. Peer reviews also play a signif-

icant role, allowing students to critique each other’s

work, provide constructive feedback, and gain in-

sights from diverse viewpoints (Kokotsaki, 2016).

To foster collaboration, a redesign of authentic

assessments to incorporate group-based projects is

proposed. One potential assessment plan involves the

design and implementation of a database governed

by speciﬁc business rules, where students take on

distinct roles as to those within an IT team. This

structure mirrors real-world teamwork, thereby pro-

moting accountability and interdependence among

peers. Given students’ existing participation in

inquiry-based learning (IBL) during workshops,

they are well-prepared to address these group tasks

beyond the classroom setting. This approach not only

enhances critical thinking and problem-solving skills

but also ensures that assessments effectively measure

students’ abilities to navigate complex challenges in

professional environments. Ultimately, this strategy

seeks to bridge academic learning with practical ap-

plications, equipping students for future contri-

butions in their respective ﬁelds (Devaki, 2024).

3.5 Distinctions Between IBL and PBL

Inquiry-Based Learning and Project-Based Learn-

ing(PBL) share similarities in promoting student-

centred, collaborative, and real-world problem-

solving approaches. Differences between the pedago-

gies are important to note; IBL focuses on the process

of inquiry, critical thinking, and open-ended explo-

ration, while PBL centres on structured projects with

deﬁned outcomes. Given the large sample of 1,200

students, IBL is a better ﬁt for IT education due to

its method, ﬂexibility and scalability. IBL can adapt

across various disciplines without requiring extensive

resources for individualised projects, making it suit-

able for large groups. Additionally its focus on in-

quiry and teacher-guided exploration allows for efﬁ-

cient feedback and support across a large cohort.

3.6 Evaluating the Intervention

A robust framework for assessing the effectiveness

of IBL interventions integrates both quantitative mea-

sures (e.g., academic performance, engagement, and

retention) and qualitative assessments (e.g., student

motivation, instructor feedback, and inquiry depth)

to provide a holistic evaluation of student learn-

ing outcomes. Studies highlight the importance of

pre/post-test comparisons, participation tracking, stu-

dent self-assessments, and structured rubrics to mea-

sure knowledge application and cognitive develop-

ment effectively (Fan, 2015), (Lazonder and Harm-

sen, 2016), (

Ozt

urk et al., 2022), (Chu et al., 2021).

Quantitative measures will include:

• Grades. Reﬂecting academic achievement

through authentic assessments and course assign-

ments.

• Engagement. Measured by attendance, participa-

tion in group activities, and time spent on tasks.

• Knowledge Retention. Tracked through course

completion rates and follow-up surveys assessing

students’ ability to apply learned knowledge in fu-

ture contexts.

Qualitative measures will include:

• Student Surveys. Assessing motivation, per-

ceived engagement, and overall involvement in

the learning process.

• Instructor Feedback. Providing insights into the

quality of student participation, problem-solving,

and collaboration in the classroom.

CSEDU 2025 - 17th International Conference on Computer Supported Education

864

4 COUNTER ARGUMENTS

The literature identiﬁes several challenges associ-

ated with the implementation of IBL in IT educa-

tion. A primary concern involves the transition from

traditional teacher-centred methodologies to student-

focused learning frameworks. This shift can be par-

ticularly challenging in IT due to the inherently tech-

nical nature of the material, which often necessitates

structured learning pathways. Consequently, students

may struggle to engage with open-ended assignments

that require autonomy and independent critical think-

ing (L

otter, 2023).

Additionally, the necessity for students to adopt

IBL methodologies may clash with the practical as-

pects of IT courses, where the acquisition of speciﬁc

technical skills is critical. Learners often ﬁnd them-

selves grappling with the inherent ambiguity of IBL

tasks that do not have clear solutions, which can gen-

erate feelings of uncertainty and impede their naviga-

tion through the learning process. Educators may face

challenges in assessing student progress and deliver-

ing appropriate support within IBL frameworks, as

the absence of standardised evaluations complicates

the assessment landscape (Kamath and White, 2023).

IBL presents several challenges that need care-

ful consideration. Firstly, effective time management

is crucial as students may struggle to balance col-

laborative tasks, research, and discussions with other

course demands, resulting in uneven progress. Sec-

ondly, group dynamics can create issues where un-

equal participation may lead to some members dom-

inating discussions. However, others remain passive,

affecting the quality of group work. Additionally, lo-

gistical and technical difﬁculties can hinder engage-

ment, as students may face challenges with platforms,

database access, and document management, creat-

ing stress and disrupting the learning process. Finally,

student preparedness is a concern, as the transition to

a more self-directed learning approach may be daunt-

ing for those accustomed to structured, teacher-led

environments. Despite these obstacles, the beneﬁts of

implementing IBL in IT education must be carefully

weighed against these potential challenges.

5 POSITION STATEMENT

This position paper underscores the signiﬁcance of

IBL as a vital strategy for achieving the educational

goals of IT courses. It highlights the advantages of

IBL in fostering an engaging, learner-centric environ-

ment that encourages in-depth involvement and skill

enhancement. Increased student participation, en-

hanced critical thinking, and the ability to apply theo-

retical knowledge to practical scenarios exemplify the

effectiveness of this pedagogical approach. Despite

existing challenges in adapting IBL for diverse learner

needs, the demonstrated long-term beneﬁts, including

improved collaboration, motivation, and learning out-

comes, support its continued application.

A review of the literature related to IBL in IT edu-

cation reveals several critical insights. Although there

are not many extensive studies speciﬁcally focused on

integrating IBL tertiary-level level IT edu, evidence

from related disciplines suggests its potential efﬁcacy

in enhancing student outcomes. Research in areas

such as programming, database design, and software

development has demonstrated that IBL techniques,

such as collaborative problem-solving and real-world

case studies, can signiﬁcantly improve critical think-

ing, problem-solving abilities, and engagement, mak-

ing it a promising approach for IT education.

The successes observed in other academic disci-

plines demonstrate the necessity of robust faculty sup-

port, particularly when educators function as facilita-

tors who guide students through inquiry-based activ-

ities rather than solely delivering traditional lectures.

Studies suggest that when learners are engaged in IBL

and receive prompt feedback, their capacity to ap-

ply knowledge in practical contexts is enhanced. Pri-

oritising student engagement, providing tailored sup-

port, and encouraging collaboration are crucial for ef-

fectively implementing IBL in IT education. These

components not only lead to improved academic out-

comes but also contribute to higher retention rates as

students feel more connected and invested in their ed-

ucational journey.

5.1 Future Directions

A pilot implementation of this plan is scheduled for

the upcoming semester, targeting a cohort of over

1,200 ﬁrst-year students enrolled in the introductory

database course. This trial will involve the collec-

tion of both qualitative and quantitative data via stu-

dent surveys administered at the beginning and end of

the semester, along with an analysis of academic per-

formance. The primary objectives are to understand

students’ perspectives on and outcomes from Inquiry-

Based Learning (IBL) and to obtain faculty feedback

regarding their experiences in applying IBL method-

ologies. Data for analysis will encompass factors

such as student type (domestic/international), gender,

and repeat status (ﬁrst-time/repeating). If the trial is

deemed successful, there are plans to expand the ini-

tiative to additional ﬁrst-year courses in subsequent

semesters. Currently, assessments for the program-

Position Paper: Integrating Inquiry-Based Learning Pedagogy in Information Technology

865

ming unit have been redesigned to align with IBL

principles, and a dedicated team has been established

to focus on the implementation of these pedagogical

practices. Future research will also aim to assess stu-

dent progress in subsequent courses, enabling an eval-

uation of the effectiveness of the IBL approach on de-

ﬁned course outcomes.

6 CONCLUSION

IBL represents a signiﬁcant shift in the pedagogi-

cal landscape of IT education, aligning instructional

strategies with the dynamic needs of both students

and the technology industry. By emphasising active

engagement over passive learning, IBL fosters crucial

skills such as critical thinking, problem-solving, and

collaboration. The proposed implementation of IBL

in introductory units, like the database course, offers

a valuable opportunity to assess its impact on student

outcomes and faculty experiences.

While the transition to IBL presents various chal-

lenges, including time management, group dynamics,

and technical hurdles, the potential advantages are

substantial. Enhanced student engagement, deeper

learning experiences, and increased retention rates

provide a strong justiﬁcation for this transformative

approach. The framework proposed herein under-

scores the importance of comprehensive teacher train-

ing, thoughtful redesign of course structures, and the

incorporation of authentic assessments to facilitate

the effective implementation of IBL.

Furthermore, ongoing research is essential to eval-

uate the long-term effects of IBL on student success

across various ﬁrst-year units. By embracing IBL, IT

education can better equip students with the skills and

knowledge needed to excel in a rapidly changing pro-

fessional landscape.

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