Corporate Training in Brazilian Software Engineering: A Qualitative Study of Useful Learning Experiences

2026-04-06

AI Summary

This study addresses the limitations of quantitative approaches in capturing the subjective value of learning experiences by investigating the types of learning that software engineering practitioners in Brazil perceive as genuinely useful and their defining characteristics. Through qualitative analysis of open-ended responses from 195 practitioners—supported by thematic coding using the IRAMUTEQ software—the research identifies five core themes: continuous technical updating, practice-oriented learning, formal academic education, social learning, and leadership and soft skills development. The findings highlight the synergistic dominance of technological evolution and practical application in shaping effective learning, while underscoring the complementary nature of multidimensional learning pathways. The study advocates for an integrated training ecosystem that aligns with daily work demands and enables immediate applicability.

Abstract

Context: Quantitative studies can identify statistical predictors of training quality, but they often fail to capture what professionals themselves consider genuinely useful learning experiences and why. Objective: This study qualitatively investigates which types of learning experiences are perceived as most useful by Brazilian software engineering professionals and what characteristics define this usefulness. Method: Open-ended responses from 195 software engineering professionals were analyzed using Thematic Analysis, supported by frequency and lemmatization analysis using IRAMUTEQ and co-occurrence analysis between themes. Results: Five themes emerged: Continuous Technical Updating (T1), Practical and Applied Learning (T2), Formal Academic Education (T3), Social Learning and Networking (T4), and Leadership Development and Soft Skills (T5). Technical updating and practical application dominate professionals' accounts. Formal education, social learning, and soft skills are also valued as complementary dimensions. Conclusions: Perceived usefulness is strongly tied to alignment with daily work demands and immediate applicability. The convergence of technical updating (T1) and practical application (T2) in both frequency and co-occurrence reinforces the imperative of continuous learning in software engineering. Useful learning is not reducible to a single modality: genuinely valued experiences span technical, academic, social, and self-directed dimensions. Formal academic education and practical learning are perceived as complementary rather than competing. Organizations should design training ecosystems that integrate these dimensions rather than delivering isolated events.

Problem

• corporate training
• software engineering
• learning experiences
• usefulness
• qualitative study

Innovation

• qualitative study
• thematic analysis
• learning ecosystems
• practical learning
• continuous technical updating