Abstract
To address the problem of a serious Internet of Things (IoT) talent shortage, the Chinese government is encouraging universities and institutions to establish a major in IoT Engineering to train high-level IoT talent. Since 2011, 700 Chinese universities and institutions have established IoT Engineering undergraduate programs. We surveyed the history, status, curriculum, and problems of IoT undergraduate degree programs in China. Based on data collected from faculties, students, and graduates, we found that the IoT Engineering curriculum was an unsystematic patchwork and was deficient in practical platforms. We then provide suggestions for further development and exploration of IoT education by presenting a Technical Knowledge Map of IoT Engineering. This survey work on Chinese IoT education can prompt Chinese educators to reflect on its achievements and problems, which will contribute to IoT talent cultivation worldwide.
Highlights
The Internet of Things (IoT) [1], which consists of the Internet and various sensors and activators, connects humans to humans, humans to things, and even things to things
We have presented an overview of the history and status of IoT undergraduate programs in China and analyzed current problems
We suggested a TKM-Map, which contains a four-layer model and two supporting modules as a guide for universities and institutions to formulate their IoT curricula
Summary
The Internet of Things (IoT) [1], which consists of the Internet and various sensors and activators, connects humans to humans, humans to things, and even things to things. IoT” in Figure 2, a compulsory introductory cours Engineering, covers a wide range of essential technologies, including sensor tec IoT security, cloud computing, big data, and intelligent processing, any of whic extended to a complete and comprehensive independent course. This c “Introduction to the IoT” in Figure 2, a compulsory introductory course of IoT Engineering, covers a wide range of essential technologies, including sensor technology, IoT security, cloud computing, big data, and intelligent processing, any of which can be extended to a complete and comprehensive independent course This course is compacted into 64 credit hours, far from being adequate, for both teachers and students. Purpose: (1) What are the major problems of IoT undergraduate programs in China? (2) How can we ensure qualified training in IoT Engineering? (3) How can we meet the demand from enterprise and society for IoT talent?
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