One of the current challenges in higher education is the implementation of agile methodologies in teaching, aiming to foster a more active and student-centred learning experience. Although these methodologies have gained momentum—especially after the paradigm shift brought by the COVID-19 pandemic—traditional approaches are still dominant in certain disciplines, particularly in engineering.

This persistence results in outdated materials, limited flexibility in task execution, and frequent penalties for late submissions. Additionally, a major issue lies in the grading process, which often occurs at the end of the academic term, delaying feedback and negatively impacting students’ progress. This approach not only affects interdependent assignments—creating a domino effect—but also final course marks, ultimately contributing to demotivation and dissatisfaction among students.

This study presents the integration of agile methodologies in two subjects of the Computer Engineering degree at the University of La Laguna (Tenerife): ‘Software Systems Analysis’ and ‘Knowledge Management in Organisations’. These areas still face challenges regarding engagement, flexibility, and real-time feedback. The proposed approach is based on short work cycles (sprints) and collaborative groups of three or more students. This structure ensures timely assignment delivery while enhancing flexibility and feedback, replicating professional agile practices and bridging the gap between academia and industry.

To assess the impact, a mixed-method approach was used, combining quantitative analysis via the Likert scale and qualitative feedback through open-ended responses. Students were invited to complete an anonymous, voluntary questionnaire with eight multiple-choice questions and a comment section. The study aimed to evaluate the perceived impact of this methodology on academic performance, motivation, and engagement; whether they had experienced similar techniques in other modules; and if the inclusion of real-world examples helped them understand abstract concepts.

The results, gathered between December 2024 and February 2025, show a participation rate of 46% in the 2023–2024 ‘Software Systems Analysis’ course (11 out of 24 students) and 31% in the 2024–2025 ‘Knowledge Management in Organisations’ course (16 out of 52 students). A high percentage of participants (strongly or partially agreed) reported that agile methodologies helped them produce higher-quality work, supported by timely feedback and improved organisation—both within the subject and across their overall academic responsibilities.

Finally, the findings reveal that agile methodologies are still rarely applied in Computer Engineering programmes, and students expressed a clear preference for instructors who use these techniques over those who do not.

Keywords: Higher Education, Agile Methodologies, Computer Science.