Building a Bridge between the Two Schools: Realizing a Practical Path to Include Literacy-based Skills within the STEM Curricula

• URL: http://arxiv.org/abs/2601.17447v1
• Date: Sat, 24 Jan 2026 12:48:07 GMT
• Title: Building a Bridge between the Two Schools: Realizing a Practical Path to Include Literacy-based Skills within the STEM Curricula
• Authors: Jorge Torres Gómez, Erika Gericke, Anton Rassõlkin, Mikołaj Leszczuk, Alexandru Iosup, Marcin Niemiec, Carmen Peláez-Moreno,
• Abstract summary: This contribution investigates the integration of technical and professional skills while teaching specialized curricula in computer science.<n>We propose a step-by-step methodology that connects core technical concepts with fine arts practices such as music, video production, gaming, and performing arts.<n>The results indicate that this art-based integration can effectively bridge the historical divide between the two schools of thought.
• Score: 36.6289575395892
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: Developing students as well-rounded professionals is increasingly important for our modern society. Although there is a great consensus that technical and professional ("soft") skills should be developed and intertwined in the core of computer science subjects, there are still few examples of alike teaching methodologies at technical schools. This contribution investigates the integration of technical and professional skills while teaching specialized curricula in computer science. We propose a broadly applicable, step-by-step methodology that connects core technical concepts (e.g., information entropy, network security) with fine arts practices such as music, video production, gaming, and performing arts (e.g., Oxford-style debates). The methodology was applied in several computer science courses at technical universities, where quantitative and qualitative assessments, including student questionnaires and exam scores, showed improved learning outcomes and increased student engagement compared to traditional methods. The results indicate that this art-based integration can effectively bridge the historical divide between the two schools of thought, offering a practical direction for educators. Within this context, we also identify open issues that will guide future research on topics such as instructor engagement, female motivation in technical subjects, and scalability of these approaches.

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