Mapping and evaluating dRTP’s contributions to computing skills pedagogies in HE

This project maps and analyses the provision of digital research competencies (DRP) across higher education institutions, producing a publicly accessible repository to inform decision-making around teaching and curriculum design in a rapidly evolving landscape shaped by AI adoption.

The proliferation of computational methods across scholarly disciplines has driven growing interest in computing education, giving rise to a wide range of pedagogical approaches, delivery methods, software tools, products, and specialist professionals, including digital Research Technical Professionals (dRTPs). However, decisions about which approaches and delivery modes to adopt are often influenced by trends, licensing constraints, or trainer familiarity, rather than by pedagogical suitability or contextual need. The increasing adoption of AI adds further complexity, underscoring the need for systematic and critical inquiry.

The project adopts a two-tier methodology to ensure breadth, depth, and relevance of findings. First, a systematic audit of curricula across UK universities will be conducted, complemented by an online survey capturing data on staff roles, pedagogical approaches, tools, and infrastructural support. Second, interviews and workshops will be carried out at dRTP-related events to explore successes, shortcomings, and the impact of AI on teaching practice.

The findings will deliver evidence-based recommendations for policymakers, dRTPs, and educators to enhance DRP curricula across higher education. These insights will guide decisions on when and how to involve specialist trainers, and on the application of appropriate pedagogical approaches and tools across different institutional and disciplinary contexts.