The 2026 update to the 2024 curriculum for the Software Analyst and Information Technology Analyst programs formalizes a process of continuous improvement that the School of Technology within the College of Engineering has been implementing semester by semester since the curriculum’s inception.
“This initiative highlights the gradual changes we have been implementing in our two short-term academic programs in software development,” explains Andrés de Sosa, an engineer and coordinator of the programs.
Among the key new features is the gradual incorporation of generative artificial intelligence, first as a virtual assistant in the learning process, and then as a co-pilot in the software development cycle.
In addition, the practical focus of the courses is being strengthened, with an emphasis on the range of technologies that students currently use.
“The update incorporates the experience gained in the classroom over the past two years, the needs of the technology sector, and the goal of ensuring that the curriculum clearly reflects the skills and roles currently demanded by the market.”
Learning to Use AI Professionally
Ever since generative artificial intelligence became a part of our daily and professional lives, the challenge has been to teach students how to incorporate it into the workplace responsibly.
“Our goal is for students to be able to use AI as a co-creator of code and documentation, integrate it into projects when the solution calls for it, and at the same time maintain their technical skills and fundamental knowledge,” explains the coordinator.
The updated curriculum continues to focus on analysis, software architecture and design, programming, databases, and application development methodologies. The goal is for graduates to be able to assess when and how to use AI, and to evaluate the relevance and quality of the results obtained in real-world projects.
Training Linked to Professional Practice
One of the main impacts of this update is the narrowing of the gap between the academic and professional worlds.
“By explicitly stating in the 2026 update that the training is AI-assisted and integrated with AI, and by keeping the technologies taught up to date, the degree programs better prepare students for the new challenges of the job market,” explains de Sosa.
Students are trained using tools and practices already in use at companies, which facilitates their transition into the workforce and enhances their ability to adapt to new technological solutions.
New Profiles for an Evolving Market
The emergence of generative artificial intelligence is also changing the professional profiles of those who graduate as Programmer Analysts or Information Technology Analysts.
“Generative AI systems strengthen the professional’s role as a designer and integrator of solutions: graduates learn to request, review, and adapt what the AI generates, ensuring its quality and technical relevance.”
This integration makes AI a standard tool in the development process and enables faster and more accurate responses to business needs.
In this way, graduates take on an active role in creating technological solutions, combining technical knowledge with management skills and critical thinking.
Skills That Set You Apart
For those who choose a short-term degree program in software development, proficiency in artificial intelligence tools has become a valuable asset in the job market.
“Graduates who incorporate generative AI into their professional practice can increase productivity, create functional prototypes more quickly, document and test more efficiently, and integrate intelligent services into an organization’s solutions.”
The 2026 update to the 2024 plan aims to make this distinction clear to those who evaluate these academic proposals at Universidad ORT Uruguay.
“We want to ensure that our graduates remain relevant in a rapidly changing environment, where these skills are already part of what organizations look for when selecting new talent.”