Sharing introductory programming curriculum across disciplines

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Computer programming skill is an essential skill for information technology and for some other natural science department students. However, teaching and learning computer programming ideas and skills has been recognized as a great challenge to both teachers and students. Therefore, the development of efficient learning strategies and environments for computer programming courses have become an important concept. This study is intended to recommend strategies for improving academic performance which can be used in teaching computer programming course effectively to undergraduate students in information technology related departments or informatics departments (including information Technology, computer science, and software engineering and information systems This concluded that there is a need for strategies for improving academic performance which requires planning and implementation to strengthen the motivation of the students to study, boost their academic performance, and uplift the quality of education in information technology departments. Finally, relevant and important workable recommendations have been suggested by the researcher.

The article analyses the state of the most popular and least popular professions and specialties in Ukraine. It's found that there are no specialties in the field of land management among them. It is also noted that at the legislative level the specialties "Land Management and Cadastre" and "Evaluation of land and real estate" were replaced by the specialty "Geodesy and land management", which belongs to the field of knowledge "Architecture and construction" (technical sciences). It is substantiated that the profession of land manager should relate to the field of knowledge of "Social and behavioural sciences". It's based on the provisions of the Law "On Land Management" and the study of world experience of the essence of the concepts of land management and land management planning (both have technical, socio-economic, legal and environmental focus). It is proved that the profession of land manager needs to be reprofiled. In this regard, there is a need to identify new specialties and specializations and add them into the state classifier DK 003: 2010. It's important to expand the training of specialists within: 1) specialty 193 "Geodesy and land management" specializations "Land Management and Land Use Administration" and "Cadastral Registrar"; 2) specialty 101 "Ecology" specialization "Land management and ecologization of land use", 3) specialty 051 "Economics" specialization "Economics of land management and land use". It is proposed to add them to the classifier. Keywords. Profession "land manager", labour market, perspective specialties and specializations in land management, new qualifications. Formulation of the problem. The development of society at all times was associated with the arrangement of lands, which today remains the main means for the existence of mankind and a source of social wealth. The need to establish the limits disturb landowners from ancient times. This function is performed by land surveyors. When the first representatives of this profession appeared, it is certainly not known. But the land surveyor is now a profession demanded both in the village and in the city. In our country, the profession of land surveyor always respects honour because it is devoted to the invaluable treasures of Ukraine - land, which has always attached special significance. According to the research conducted in Ukraine, soon, the 10 most demanded professions include: programmers (C++, Java), food industry technologists, construction engineers, architects, designers of offices and interiors, personnel managers, recruiters, energy engineers, journalists, technologists of light industry products, financiers (specialization "banking") [1]. In addition, prospective include: hotel business managers, accountants, auditors, lawyers, marketers. According to the Ministry of Education and Science of Ukraine, according to the results of the 2017 admission, the most popular specialties among the entrants for the Bachelor in Ukraine were Philology, Law, and Management. 85 thousand, 74 thousand and 59 thousand applications have been filed for the stated above specialties respectively. In addition, among the leaders are "Medicine", "Computer Science", "Tourism", "Secondary Education", "Psychology", "Economics". These specialties were desirable to enter by 40 to 46 thousand of entrants. The last step in the TOP-10 was "Software Engineering" with the result of 33 thousand applications (Fig. 1) [9]. Despite the stated above facts, it has been revealed that such specialties as "Law", "Management", "Tourism" and "Economics" remain among the most popular among entrants even though they are not in demand in the labour market. At the same time, the high levels in the ranking are occupied by important for the economy specialties, such as "Computer Science" and "Software Engineering". The least popular specialties are (fig. 2) "Theology" (185 applications excluding spiritual higher educational institutions) and "Hydropower" (193 applications for entry). However, specialties for the preparation of a specialist in land management are absent among the most and least popular. Therefore, with a caution we have to perceive the situation. The list of required occupations in the labour market is changing. Focus magazine has ranked the professions that will be promising in 5-10 years [10]. Before allocating the most promising specialties, the publication together with experts identified the areas of the economy that will actively develop in the near future. So, at first there was a list of 40 spheres of the economy, which, according to Focus, will successfully develop in the next 5-10 years. Experts evaluated the prospects for the development of these industries on a 10-point scale, giving each sector a mark from 1 to 10 points. At the same time, each expert could add to the list the industry that was not among the 40 listed, but whose potential he considers rather large. According to the obtained data, the rating of 15 most promising industries has been designed, and include: information technologies, telecommunications and communications, agriculture , pharmaceutical production and pharmacy business, banking, frying and processing industry, transport services, financial services, legal services, household services, metallurgy, alcohol production, energy, livestock , utilities. So, the 20 most promising professions of the next decade will be the following: the seller, the IT specialist, the automation engineer, the marketer, the municipal services engineer, the aeroengineer , the technologist in the production and processing of food products, the technologist of consumer services, logistics, the lawyer (economic and land law ), power engineer veterinarian, pharmacologist, financier, communication engineer, practical psychologist, geneticist, biochemist, robotic technician, nanoengineer. In addition, agrarian countries are actively developing organic and farm farming. This will require the involvement of a large number of employees who are able to work on the ground - and thus, forms a serious niche. In general, the labour market trends in the coming years can be reduced to nine main directions [5]: engineers, IT specialists, nanotechnology specialists, marketers, service providers, logistics, environmentalists, chemists, and physicians. The Resolution of the Cabinet of Ministers of Ukraine dated December 30, 2015, No. 1187, approved new Licensing conditions for the conduct of educational activities [7] concerning the further conduct of educational and scientific work in educational institutions. By the order of the Ministry of Education and Science dated November 6, 2015, No. 1151 "On the peculiarities of the introduction of the list of branches of knowledge and specialties [6], which are the training of applicants for higher education, approved by the Cabinet of Ministers of Ukraine from April 29, 2015, No. 266" [8] approved Table of correspondence List of directions for training of specialists in higher educational establishments for the educational-qualifying level of bachelor (List 1), List of specialties, which was carried out training of specialists in higher education institutions for educational and qualification levels of a specialist and a master's degree (List 2). In the stated above Resolution, it is defined that instead of the specialties "Land Management and Cadastre" and "Land and Real Estate Valuation" – the specialty "Geodesy and Land Management" is established. The latter belongs to the field of knowledge "Architecture and Construction", which belongs to the technical sciences. At the same time, the Law of Ukraine "On Land Management" stipulates that land management is a set of socio-economic and environmental measures aimed at regulating land relations and rational organization of the territory of administrative-territorial units, economic entities carried out under the influence of social and productive relations and development of productive forces [2]. The same law ( Article 1 ) stipulates that activities in the field of land management are the scientific, technical, production and management activities of state authorities, local governments, legal entities and individuals, which is carried out under land management. Land-use documentation ( land management documentation ) is the text and graphic materials approved in accordance with the established procedure, which regulate the use and protection of lands of state, communal and private property, as well as survey and land survey materials, author's supervision of project implementation, etc. Measures on land management – provided by documentation on land management on the rational use and protection of land, the formation and organization of the territory of the object of land management, taking into account their purpose, restrictions on the use and restrictions (encumbrances) on the rights of other persons (land servitudes), preservation and increase of fertility soils. This is evidence that the profession of land surveyor is more likely to belong to the field of knowledge of "Social and behavioural sciences" than to "Architecture and construction". Architecture (Greek αρχιτεκτονικη - construction) is both a science and the art of designing buildings, as well as a system of buildings and structures that form a spatial environment for the lives and activities of people in accordance with the laws of beauty. Land management, as stated in the Law of Ukraine "On Land Management" – a set of socio-economic and environmental measures aimed at regulating land relations and rational organization of the territory of administrative-territorial entities and economic entities on the ground. As the research of A.M. Tretiak and V.M. Tretiak shows, the concept and essence of land management has both a technical direction and socio-economic, legal and environmental. Land managers have worked and work in the structural subdivisions of the State Committee for Land Resources of Ukraine, the State Land Agency of Ukraine and the State Audit Office of Ukraine, state authorities and local self-government bodies, and ministries (where there are departments of land resources); in public and private design and valuation companies, real estate firms, agroholdings, agricultural enterprises; territorial communities, scientific institutions, institutions of legal direction. civic organizations. The land manager learns not only his professional knowledge, but also legal and natural sciences. For a profession it is necessary to have mathematical abilities, engineering approach, spatial imagination, ability to understand the legislation. The profession is extremely interesting and creative, which requires the ability to make informed decisions, communicate with people, requires care, clarity and responsibility. To become a successful specialist in this field, you need to be persistent, self-confident, active, have a well-developed intuition and logical thinking. According to the classification of professions, the professional activity of the land manager relates to professions such as "human-nature". To date, the land manager must have a higher education in the field of "Architecture and Construction" from the specialty "Geodesy and Land Management" , according to the educational qualification level: a junior specialist, a bachelor's or a master's degree. Currently, land managers use modern equipment in their work: electronic instruments; new technologies of geographic information systems. Significant problems arise when making managerial decisions due to the imperfection of the regulatory framework - when three different land managers can have three different views on the same issue. At the same time, for professionals it is extremely important to come to a joint decision. But how can the problems of legislation be explained to an ordinary peasant? It's a shame when you can not help a person in solving his question, and even more - when you do not know how to explain the impossibility of solving a particular problem. The disadvantage of the profession is also that there is little free time for personal life, family and wage mismatch in modern times. The advantages include: work is interesting, lots of communication, new knowledge in land law, and more. At the same time, we consider it necessary to stay on the proposals of A. Martyn outlined in the scientific paper "Directions of adaptation of the content of land management education to the needs of the national and world economy" [3], where he publishes "bad news" for land management education – whether we are ready for them? He states: "Most of our graduates will not develop landuse documentation at all; the number of jobs in the industry is quite limited; the overwhelming part of the "modern" Ukrainian land management is a terrible mix of fairly archaic rules, a crazy bureaucracy and meaningless rituals, in order to master the development of primitive land management documentation, it takes 2-3 weeks of practical training, but not 5 years at the university, and a significant part of cadastral registrar are lawyers. Some of these reservations agreeable. Therefore, his thoughts emphasize once again the need for serious changes in the training of land management specialists. Thus, all of the above stipulates the need for changes in the classification of occupations DK 003: 2010 and the definition of new specialties and specialization training of land management specialists. In our opinion, it is expedient to extend the training of specialists in land surveying in the following areas: 1) specialty 193 "Geodesy and land management" of the specializations "Land Management and Land Use Administration" and "Cadastral Registrar" ; 2) specialty 101 "Ecology" specialization "Land management and ecologization of land use" ; 3) specialty 051 "Economics" specialization "Economics of land management and land use" . At the same time, we consider it expedient to add the following qualifications to the classifier of professions DK 003: 2010: in section 8 "Main specialists – heads of scientific research units and subdivisions on scientific and technical preparation of production and other managers" – Chief land surveyor; in section 14 "Managers of enterprises, institutions, organizations and their subdivisions" – Manager of land management, Manager in the field of operations with land, Manager in the field of research in the land market; in section 25 "Agronomists, hydraulic engineering, forest managers and professionals of related professions" – Land manager; in section 33 "Assistant veterinarians, junior specialists in agronomy, forestry, water management and nature conservation" – Land Resources Inspector; in section 34 "Other technical specialists in the field of management" – State Inspector for the use and protection of land; in section 249 "Professionals not included in other classification groups". Land manager-ecologist, Land manager-designer. Conclusions. Summing up, we note that the assignment of the specialty "Geodesy and land management" to the field of knowledge "Architecture and Construction" (engineering science) does not comply with the provisions of the Law "On Land Management", the study of world experience of the essence of the concepts of land management, which determined that they are inherent in technical, as well as socio-economic, legal and environmental trends. In this connection it is proved that the profession of land manager belongs to the field of knowledge of "Social and behavioral sciences" . In view of this, the need for re-engineering the directions of land management training is urgent. Therefore, we must work ahead and make changes to the classification of professions DK 003: 2010 regarding the definition of new specialties and specialization training of specialists in land management. We consider it expedient to expand the training of specialists within: 1) specialty 193 "Geodesy and land management" of the specialties "Land Management and Land Use Administration" and "Cadastral Registrar" ; 2) specialty 101 "Ecology" specialization "Land management and ecologization of land use" ; 3) specialty 051 "Economics" specialization "Economics of land management and land use" (qualification "Land Management Manager"). It is proposed to make changes to the list of qualifications.

This poster presentation highlights the curricular resources available from the Two-Year College Education Committee (TYCEC), a standing committee of the ACM Education Board. This Committee is charged with developing computing curricula for associate-degree granting institutions. To this end, the TYCEC has published curriculum guidelines in each of the computing sub-disciplines: Computer Science, Information Technology, Computer Engineering, Information Systems, and Software Engineering.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Attracting and Retaining Women in Computer Science and Engineering: Evaluating the Results Abstract Computer science and engineering communities have been exploring a variety of activities and techniques to attract and retain more students, especially women and minorities, to computer science and computer engineering degree programs1. This paper briefly describes the efforts and results of a plan for actively recruiting young women into undergraduate computer engineering and computer science programs hosted by the University of North Texas (UNT). It also describes a series of activities aimed at improving the retention rate of students already in our programs, particularly during the freshman year. Such recruitment and retention efforts are critical to the country’s efforts to increase the number of engineering professionals, and are a priority for the Computer Science and Engineering (CSE) Department at UNT. We initially designed a three-part plan to achieve our recruitment and retention goals: • Sponsorship of portable and mobile summer computer engineering robotics camps for middle and high-school women students, coordinating with the regional Girl Scouts councils and other organizations to help with the recruitment; • Creation of an Ambassador program using young women currently enrolled in the upper division of current computer science and computer engineering programs as a form of outreach to area high schools and junior colleges; and • Expansion of our successful undergraduate mentoring program by using the Ambassador cohort mentioned above as mentors for incoming freshman and first-year transfer women entering our programs. This paper will focus primarily on the summer camp program and present an analysis of the results we have seen to date after 2 years of camp activities. Results from student surveys and parent surveys will be presented. The paper concludes with recommended changes and improvements in the program, as well as a discussion of adaptations that would create programs suitable for implementation at other institutions as well as programs aimed at a different target population. The three phases previously enumerated each build upon currently accepted educational practices. The robotics summer camp in particular used problem-based learning approaches, similar to those described in The Power of Problem-Based Learning2. This study clearly demonstrates the significant benefits of teaching students how to think by using a problem-based approach. We also developed a mobile laboratory so that the summer camp can be held at several locations, thus broadening and expanding the reach of the camps to traditionally underserved populations and geographical regions. Similarly, both the ambassador and mentoring programs derive from research showing how the recruitment and retention of women in engineering- related fields can be increased by providing opportunities to develop student-to-student relationships3, 4.

Designing high-quality software is difficult, and therefore instruction in design should hold prominence in educating future software engineers, just as in other engineering disciplines. Nearly all software engineers receive their education within programs in computer science, but these programs typically provide inadequate instruction in design. The missing ingredient is instruction in the making of intelligent choices among design alternatives. We must increase the emphasis on the teaching of design principles for guiding the choice-making, not just in senior or graduate courses in software engineering, but throughout the undergraduate curriculum. In particular, the teaching of design in the introductory programming sequence can be improved. We present some examples of how instruction in design can be incorporated into the first courses in programming.

In 2005, the ACM, together with the IEEE Computer Society and the Association for Information Systems, released Computing Curricula 2005: The Overview Report[1]. This document has proven to be one of the most widely circulated and influential documents ever produced on the topic of computing curricula, and included computing programs in computer engineering (CE), computer science (CS), information systems (IS), information technology (IT), and software engineering (SE). This document was recently updated and released as Computing Curricula 2020: Paradigms for Global Computing Education[2], and included the first 5 computing programs as well as cybersecurity (CSEC) and some of data science (DS). This paper takes an IT-centric look at this updated document, highlighting the changes and the additional insights this significant reference provides the computing educational community.

The article analyzes international experience of the diverse set of aspects of education technologies and digitalized education study at the higher education establishments. Carnegie Mellon University offers “Master of Educational Technology and Applied Learning Science” program for graduated bachelors. “Design educational games” is one of the examples of the courses offered. Stanford graduate School of Education offers “Education, design and technologies” course. Stanford University offers “Creating effective online and blended courses”. University of Maryland provides set of courses, such as “Instructional Design: Digital Media, New Tools and Technology”. Pennsylvania University offers “Introduction to Online and Blended Teaching”. Massachusetts Institute of Technologies offers “Design and Development of Educational Technology”. The analysis of international experience led to the conclusion, that “Education technologies and learning in the digital age” course is reasonable to introduce into educational plan of the technical specialties’ students and future professionals of information technologies in particular. The reasons to introduce the course for the future professionals of information technologies are the possibility to design and implement course and diploma works in the educational area (educational software development, educational games development, etc.), work at the educational software development companies, conduct PhD research in the area of educational technologies. The course prepares students to the future life-long learning using educational technologies. “Education technologies and learning in the digital age” course is oriented to the 121 “Software engineering”, 122 “Computer science”, 123 “Computer engineering, ”125 “Cybersecurity”, 126 “Information systems and technologies” and is based on the learning the main terms and principles of the education technologies and digital age education approaches. The approximate list of topics to learn in the course is provided. The advantages of the introducing the course are discussed. Keywords: education technologies, EduTech, digital age, education, digitalization of education, higher education establishments.

The IS '97 Model Curriculum reaffirmed the need to prepare information technology students to work effectively in an international environment. Yet, as computer science educators, we face a never-ending struggle to stay current in our field. How can we incorporate yet another educational goal in the curriculum? What is internationalization? What form might internationalization take in our courses? This seminar will answer some basic questions about internationalizing our courses. In addition, the seminar will provide practical suggestions, examples and resources to help you easily infuse an international perspective in your courses.As participants in a global economy and society, exposure to international perspectives can help us build, maintain and support global information systems and technology. Computer science and information systems bring to the world technologies that advance global interaction. Information technology workers are building systems that will be used by people from many different backgrounds and experiences. In the United States, the work force is becoming more diverse. And with the growing focus on collaboration, teamwork and virtual offices, projects will often involve working closely with people around the world. In such an environment, an awareness of other peoples and cultures becomes increasingly important.There have been a number of initiatives in government, education and information technology that emphasize the need for increasing our knowledge of other countries, nations and cultures. This session will endeavor to help participants become acquainted with the move to internationalize curriculum and suggest some practical ways to implement internationalization in computer science and information systems.

In 2004 Northern Kentucky University began offering a Bachelor of Science degree in Computer Information Technology. As these new majors began to enroll alongside Computer Science majors in the required and standard Computer Science 1 (CS 1) course, the context of CS 1 shifted. Accordingly, we made curriculum changes to adapt the introductory programming sequence to this new context. These changes included: creating a “CS 0.5” preparatory programming course taught in a variety of languages; allowing the scheduled laboratory component of CS 1 to be optional; and lowering the mathematics prerequisite for CS 1 from Pre-Calculus to College Algebra. We have studied the impact of these changes on student success. Because many Computer Science Departments in the U.S. began offering Information Technology degrees since 2000, in part to offset the downturn in CS enrollment, our results may be of broader interest. We found that gender, major, the programming language used in CS 0.5 and student attitudes toward technology (as revealed by surveys) did not affect student success in CS 1. Factors that were positively correlated with CS 1 success included mathematics ACT score, completing CS 0.5, and enrolling in the optional CS 1 laboratory section.

Beginning over 40 years ago with the publication of Curriculum 68, the major professional societies in computing--ACM and IEEE-Computer Society--have sponsored various efforts to establish international curricular guidelines for undergraduate programs in computing. As the field has grown and diversified, so too have the recommendations for curricula. There are now guidelines for Computer Engineering, Information Systems, Information Technology, and Software Engineering in addition to Computer Science. These volumes are updated regularly with the aim of keeping computing curricula modern and relevant. In the Fall of 2010, work on the next volume in the series, Computer Science 2013 (CS2013), began. Considerable work on the new volume has already been completed and a first draft of the CS2013 report (known as the Strawman report) will be complete by the beginning of 2012. This panel seeks to update and engage the SIGCSE community in providing feedback on the Strawman report, which will be available shortly prior to the SIGCSE conference.

Adopting green information technology (IT) systems has become crucial for improving the environmental sustainability of manufacturing firms. To drive the manufacturing process more appropriately, management and administrators recognize the importance of developing green IT systems aligned with knowledge management (KM) practices. To accomplish the study objective, experts were engaged in a study conducted in Henan manufacturing firms to share their knowledge on the factors that influence management’s intention to adopt green IT systems concerning KM. The study collected 324 valid responses from industrial experts in Henan manufacturing industries through survey questionnaires. Using structural equation modeling (SEM), the hypotheses were evaluated, and the significance of each factor in the model was determined. The SEM results revealed that the KM process interpretation significantly influences green IT systems to improve manufacturing process development. Furthermore, the study found that combining KM processes and green practices has a more substantial impact on improving the manufacturing process. This suggests that integrating knowledge management practices with green IT systems can lead to better environmental sustainability and overall performance in manufacturing firms. The findings of this study offer valuable insights for decision-makers and policymakers in formulating policies and programs to implement a green information system with green implementation processes effectively in the manufacturing sector. By adopting these strategies, manufacturing firms can contribute to environmental sustainability while simultaneously improving their overall performance.

Women made significant contributions to the beginning of the computing revolution. For example, Ada Byron Lovelace helped write the first subroutine, the women of the ENIAC age programmed the first computer during World War II, and Admiral Grace Hopper wrote the first compiler. While there have been female pioneers in the field, today men dominate the world of information technology (Riemenschneider, Armstrong, Allen, & Reid, 2004). Gürer and Camp (2002) report that many science fields hold women in low esteem, and attempt to reject them. Moreover, women are actually declining as part of the technology workforce: they made up 41% of the information technology workforce in 1996, but in 2002 that proportion was down to 35% (Cockburn, 1999). Furthermore, the number of female university students currently studying information technology and computer science will not lead to an increase of females in the profession: in 2002, only 28% of all degrees in computer and information sciences went to women (NCES, 2003); in 2003, only 19% of computer science students were female (Wilson, 2003) and only 28% of the undergraduate students in information science were female (Saye & Wisser, 2004). In a time where women make up the majority of university students (NCES, 2003), why is information technology seeing the opposite trend (Zeldin & Pajares, 2000)? There are a number of theories as to why so few women have chosen to pursue a career in technology (Acker, Barry, & Esseveld, 1990; Cooper & Robinson, 1985; Wilson, 2003; Zeldin & Pajares, 2000). Furthermore, nearly all studies on the subject have been done in the United States (Irani, 2004; Lips, 2004; Wilson, 2003) while only one study cited here explored the gender gap among university students at the University of Hong Kong (Huang, Ring, Toich, & Torres, 1998). A number of feminist researchers believe that science (including technology) has a language that is masculine in nature (Acker et al., 1990). Furthermore, since our society understands gender as binary—that is, what is masculine is not feminine and vice versa—the very nature of science leaves women out. Once women get into the IT world, they face issues of personality and confidence that differ by gender. One theory, to be explored in depth here, is that women enrolled in introductory programming courses have less confidence in themselves than do their male counterparts and that the confidence level of female students decreases significantly between secondary and post-secondary education (Lips, 2004). In addition to being shaped by their comparisons of their performance with the performance of their male peers, women’s self-confidence is likely influenced by their experience of stress in their technology-oriented courses. These influences, combined with inaccurate views of IT careers, are influential in whether or not college students decide to work towards an IT-related major or choose another discipline all together (Irani, 2004; Zeldin & Pajares, 2000).

Contributors

Cities worldwide are rapidly integrating urban management information technology (IT) systems to address increasing urban challenges effectively. This paper examines the evolution of these systems, from the Ubiquitous City (U-City) to contemporary Smart Cities, and explores emerging technologies like the Metaverse and Digital Twin. Despite their growing relevance, there is ambiguity in their conceptual definitions and how they are applied interchangeably in urban management contexts. This study aims to clarify these technologies by analyzing U-City, Smart City, Metaverse, and Digital Twin within an Analysis Framework of Urban Management IT Systems. Our analysis reveals distinct roles and interconnections among these technologies. U-City initiated the development of essential IT infrastructure, laying the groundwork for subsequent systems. Smart City technology, leveraging the infrastructure provided by U-City, addresses real urban issues but lacks predictive capabilities for future challenges. In contrast, the Metaverse facilitates the simulation of urban changes and planning in a virtual environment, influencing real-world city development. Digital Twin technology enhances the operational efficiency of U-City and Smart City by simulating real-world data and optimizing urban management processes. The study highlights that while U-City and Smart City function in the tangible realm, Metaverse and Digital Twin operate in the virtual domain, yet they are closely integrated. Metaverse assists in urban planning through simulations that inform real-world Smart City designs, while Digital Twin optimizes real-time city operations and informs Metaverse simulations for future planning. The findings underscore the importance of understanding these technologies’ unique contributions and their interplay. Although current urban management IT systems have limitations, especially in technology classification and data accessibility, this research paves the way for future investigations. Further research should focus on refining the definitions and applications of Metaverse and Digital Twin, clarifying their relationships with Smart City and U-City, and addressing security and privacy concerns associated with these technologies.