Over the past two decades, Scrum has become an industry standard for developing and managing software within the ICT sector. Scrum is often used in education in individual courses or projects, and there is not much research on the impact of implementing Scrum throughout an entire curriculum. This paper presents the experiences of the Bachelor of ICT program at the Amsterdam University of Applied Sciences, where the whole of the first year has been structured around Scrum for the past two years.

In this program, all projects, assignments, and assessments are organized within the Scrum framework. There are no separate courses or exams; students learn by doing, collaborating, planning, delivering, and reflecting within the Scrum framework.

The goal is to align the first-year program with the didactical vision:
1. Professionally authentic learning.
2. Development-oriented learning and assessment.
3. Students take ownership of their learning.

To realize these principles, it is necessary to create the right mindset and culture among students. The five Scrum values (courage, focus, commitment, respect, and openness) are used for this purpose. These values are discussed with students, used by team evaluations, and reflected upon during retrospectives and coaching. At the beginning of the course, self-regulated learning needs a lot of attention. Also, special workshops stimulate an open culture in the classroom. This represents a big shift for first-year students who come directly from secondary education. During the first year, students adapt and begin to thrive in this more autonomous and professional setting.

The role of teachers also changes to coaches who support teams, guide sprint reviews, and facilitate student reflections in retrospectives. Lectures are still necessary, but are given just-in-time, depending on the needs of the students. The new role of teachers requires different skills, such as active listening, asking the right questions, and constructive feed forward. Not all teachers feel immediately comfortable in this setting, so training on didactic coaching, peer support, and regular intervision sessions is important.

Consistency is of great importance: students benefit from a set rhythm, clear goals, and ongoing coaching. We discovered the importance of creating a learning community. Students learn not only from teachers, but also from each other. Daily stand-ups, sprint reviews, and retrospectives contribute to continuous learning and dialogue among students and teachers.

While most teachers and students seem positive, and the numbers of dropouts and successful students are promising, more evidence on outcomes will be gathered in the coming period through surveys and interviews.

Implementing Scrum in a first-year program took a lot of effort, but brought us education that is in line with our didactic principles. We see a different mindset and a more ‘can-do’ mentality in our students. Constant attention to cultural change, teacher professionalization, and the right student support is necessary. The insights of the Bachelor of ICT at the Amsterdam University of Applied Sciences are interesting for everyone who tries to align ICT education with the requirements of professional practice.

Keywords: Scrum, Agile Education, Learning Community, Cultural Change, ICT Curriculum.