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Sustainability in systems refers to applying sustainable principles and practices to create more resilient, efficient, and equitable systems that promote the well-being of people and the planet. Sustainability is an essential topic in contemporary software engineering, and its relationship with the characteristics and properties of a system or product called quality attributes is still an open question since each researcher has established their definition of sustainability in software. This has created diverse terms and concepts for distinct application environments and scopes, creating ambiguity and misconceptions. This work defines a domain ontology of Sustainability in Software named SinSO to address these issues. SinSO was implemented in OWL, using competency-based questions to validate. The findings show that this proposal satisfies several quality and content requirements. Also, using Protégé and the Hermit reasoner, we verified that SinSO is consistent since the ontology statements are coherent and do not lead to conflicting or contradictory conclusions. In addition, competency questions allowed us to demonstrate that SinSO does fulfill its purpose. FOCA methodology allowed us to evaluate SinSO quality. Also, SinSO was used in two case studies, one about software for senior-citizen smart-home, and the other, a simulator to develop and test smart-city applications, achieving positive outcomes. To verify its accuracy, completeness, and maintainability, further evaluations of SinSO are needed in real case studies. We conclude that SinSO can significantly contribute to reducing ambiguity and enhancing comprehension in this area. Furthermore, SinSO can be an effective tool for engineers to recognize the concepts and relationships in the sustainable domain to consider in the systems development life cycle to build sustainable systems. [ABSTRACT FROM AUTHOR]

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Active learning comprises any process in which students are actively engaged in building understanding of facts, ideas, and skills through instructor-directed tasks and activities undertaken mainly during classes. In this paper we presented results from a comparison of two active learning strategies to teach the agile Scrum framework in the context of an introductory software engineering course. The comparison was carried out through a quasi-experiment in which participants were divided into two groups. The first group used the strategy of active reading on basic concepts of Scrum, while for the other group a game was used; representing two teaching strategies for active learning. The results gave indications at the population level that there are significant differences in the concepts learned by the members of both groups and ratifies the use of active learning strategies to teach Scrum. The results provided empirical evidence indicating that using various active learning strategies facilitates the retention and appropriation of concepts related to Scrum and offer teachers a point of reference about the effectiveness of these two strategies of active learning to teach Scrum concepts. [ABSTRACT FROM AUTHOR]