Democratization and widespread use of technology create new challenges for education, and there is a need to develop essential technical competencies concerning the development and implementation of information systems for audiences with limited technological backgrounds. In this context, higher education professors are challenged to develop innovative teaching and learning methods that enable the breaking of interdisciplinary boundaries and the adaptation of new areas of knowledge to engage students with diverse backgrounds. So, new types of approaches to teaching and learning should be developed or adapted in the classroom. Considering this gap, this paper addresses the development of an innovative teaching and learning approach applied to the academic area of Information Systems in the context of Higher Education, the Information System Model Canvas (ISMC).

This research project was organized into two main stages:
I – Development of a teaching model/method in information systems;
II – Pilot testing of the model.

The first stage involved a narrative literature review that focused on two primary topics: the Information System Project Development Life Cycle (ISDLC) and canvas-based tools. The aim was to identify the conceptual foundations of information systems development, examine the benefits of using canvas-based tools in project development, and select key processes to be integrated.

Subsequently, a pilot test was conducted in two classes of 24 undergraduate Management students were engaged in the implementation of the ISMC at the University of Aveiro. The students are required to develop a project of a specific and commonly used information system. Then, a questionnaire was developed to assess students' perceptions of the model's usefulness and identify weak and strong aspects of this approach.

A mixed quantitative and qualitative approach was used for data analysis, employing both descriptive statistics and content analysis.

Based on the literature review results, the authors developed a model called the Information System Management Canvas (ISMC), which is structured around a six-core process. The list of core processes was defined by the authors as six milestone stages, where the core process (CP) CP1. identifies the problem, and approval to develop the IS at CP2. IS are planned and monitored; CP3 comprehends the system analysis where the discovery of the system functional requirements is detailed and modelled; CP4 is the component design system stage where the non-functional requirements are considered, as well as the database structure; CP5 is the stage to build, test, and integrate system components; and finally, CP6 is the complete system tests and deploys the solution.

Concerning the pilot test results, students showed greater consensus regarding the suitability of the model for developing information systems, recognizing that it facilitates communication with stakeholders in conveying the requirements and benefits of the IS. Less consensus was reached regarding the model's support in identifying IS constraints and challenges, as well as in evaluating IS effectiveness.

In conclusion, the authors presented a model canvas for teaching information systems project planning to social science students. Participants in the pilot test recognized the added value of the model, especially in teaching environments with students from diverse academic backgrounds, most of whom lacked basic notions of technology development.

Keywords: Higher Education, Model Canvas, Education in Information Systems, Life Cycle, Project Management.