Studying the various types of Information Systems (IS) -such as Transaction Processing Systems, Decision Support Systems, and Enterprise Resource Planning- during the first year of a Degree in Computer Science and Engineering can be essential. As future professionals, university computer science students need to understand, as early as possible, how data-driven technologies support current organizational decision-making and operational efficiency. However, understanding and learning the various types of IS can be particularly challenging for first-year students, as it requires grasping complex organizational concepts (e.g., business intelligence) and integrating them with technical knowledge that they are still developing (e.g., big data).

Simultaneously, “Problem-Based Learning” (PBL) has gained prominence in higher education as a student-centred alternative to traditional, lecture-based classes. Rather than positioning the teacher as the primary source of knowledge, PBL fosters active learning by encouraging student autonomy, collaborative problem-solving, and the practical application of knowledge to real and multidisciplinary challenges. Motivated by these pedagogical benefits, we propose to study the use PBL to teach types of IS in the first course of higher education.

Although existing studies have examined the use of PBL to teach IS concepts, they often overlook the specific needs and learning characteristics of first-year students. These students do not only require tailored support during their initial engagement with complex technical and organizational concepts, but also face the challenge of encountering PBL methodologies for the first time (e.g., PBL process). Our proposed approach involves student teams tackling a real-world problem related to the types of IS. Through the structured phases of PBL (e.g., problem presentation, problem identification, analysis and solving), students are expected to critically assess possible existing solutions, conduct independent research to explore alternatives, and present a final proposal.

We argue that applying PBL to teach types of IS in the first course of the Degree in Computer Science and Engineering helps students to navigate the multifaceted nature of these systems by promoting analytical thinking, contextual understanding, and the ability to transfer theoretical knowledge into a real-world organizational scenario. These are key competencies outlined in Computer Science and Engineering curricula.

Keywords: Problem-based learning, information systems, high education.