Software Process Tailoring and Education: Cultivating Adaptability Through Active Learning

Software process tailoring is a learning-intensive activity of adjusting conditions to match a project's unique characteristics. This paper examines barriers that restrict or hinder adaptability to this process, looking at the role of education in supporting flexible and personalized learning environments. Our work explores how engineering education can support the development of learners' adaptability skills, which are much needed for tailoring software processes. The study employs a qualitative approach. Our sample draws experiences from current working professionals to allow for a realistic assessment of the soft skills gap in this area, and to highlight some of the challenges that current learners and educators seem to be experiencing in relation to cultivating agility, flexibility and an open mindset. Seven semistructured interviews were conducted using purposive sampling through Google Meet, with each session lasting 45 minutes. Findings show that tailoring is supported by a 'learning to learn' mindset; flexibility in capturing different viewpoints; embracing proactive behavior; and understanding the impact of change. Forcing adaptation was found to have a negative impact on the mental health and well-being of engineering teams. Study results also highlight how core knowledge, behavioral change, social dynamics and active learning complement each other to provide a strong foundational basis for maximizing the effectiveness of educational interventions. A first set of practical recommendations for achieving and sustaining higher levels of process-tailoring maturity include a transition to an adaptive pedagogical mindset, a competency-driven model with a focus on customization and diversity, as well as teaching strategies that promotes active learning and social awareness.