research paper relational database

ICT with Intelligent Applications pp 465–478 Cite as

Database Management Systems—An Efficient, Effective, and Augmented Approach for Organizations

• Anushka Sharma 7 ,
• Aman Karamchandani 7 ,
• Devam Dave 7 ,
• Arush Patel 7 &
• Nishant Doshi 7  
• Conference paper
• First Online: 06 December 2021

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Part of the book series: Smart Innovation, Systems and Technologies ((SIST,volume 248))

Big and small firms, organizations, hospitals, schools, and other commercial offices are generating moderate to huge amounts of data regularly and need to constantly update and manage these data. These data are not only used at that instance, but generally, the retrospective analysis of data helps tremendously to improve the business strategies and the marketing trends. With time, these data may grow and become unmanageable if handled conventionally, like the file system. These factors resulted in the introduction of the terms database and database management system. Hierarchical, network, relational, and object-oriented approaches of DBMS are discussed in this paper. A highlight of the new-generation database approach called NoSQL is also included in this paper along with an insight into augmented data management. A model based on the database design for the Study in India Program is discussed. It is followed by a graphical user interface developed in Java for the same which ensures the ease of access to the database.

• Database management system
• Augmented data management
• Database software
• Database in business
• Need for DBMS
• Future predictions of DBMS

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Silberschatz, S., Korth, H.F., Sudarshan, S.: Database system concepts

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ChristofStrauch, Prof. Walter Kriah: NoSQL Database

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Comparing Database Management Systems. https://www.altexsoft.com/blog/business/comparing-database-management-systems-mysql-postgresql-mssql-server-mongodb-elasticsearch-and-others . Last Accessed 20 June 2019

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Acknowledgements

We would like to extend our gratitude to Prof. Nigam Dave, Head of Office of International Relations, PDPU, and Dr. Ritu Sharma, Associate Professor, PDPU, for providing insight into SIP requirements. We are immensely grateful to them for guiding us through our project and providing us with information as and when required.

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Department of Computer Science and Engineering, School of Technology, Pandit Deendayal Energy University, Gandhinagar, India

Anushka Sharma, Aman Karamchandani, Devam Dave, Arush Patel & Nishant Doshi

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University of the Ryukyus, Okinawa, Japan

Tomonobu Senjyu

Sinhgad Technical Education society, SKNCOE, Pune, India

Parikshit N. Mahalle

Computer Science, Faculty of CS and IT, Universiti Putra Malaysia, Seri Kembangan, Malaysia

Thinagaran Perumal

Global Knowledge Research Foundation, Ahmedabad, India

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Sharma, A., Karamchandani, A., Dave, D., Patel, A., Doshi, N. (2022). Database Management Systems—An Efficient, Effective, and Augmented Approach for Organizations. In: Senjyu, T., Mahalle, P.N., Perumal, T., Joshi, A. (eds) ICT with Intelligent Applications. Smart Innovation, Systems and Technologies, vol 248. Springer, Singapore. https://doi.org/10.1007/978-981-16-4177-0_47

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A relational database is a type of database that organizes data into rows and columns, which collectively form a table where the data points are related to each other.

Data is typically structured across multiple tables, which can be joined together via a primary key or a foreign key. These unique identifiers demonstrate the different relationships which exist between tables, and these relationships are usually illustrated through different types of  data models . Analysts use SQL queries to combine different data points and summarize business performance, allowing organizations to gain insights, optimize workflows, and identify new opportunities.

For example, imagine your company maintains a database table with customer information, which contains company data at the account level. There may also be a different table, which describes all the individual transactions that align to that account. Together, these tables can provide information about the different industries that purchase a specific software product.

The columns (or fields) for the customer table might be  Customer ID ,  Company Name ,  Company Address ,  Industry  etc.; the columns for a transaction table might be  Transaction Date ,  Customer ID ,  Transaction Amount ,  Payment Method , etc. The tables can be joined together with the common  Customer ID  field. You can, therefore, query the table to produce valuable reports, such as a sales reports by industry or company, which can inform messaging to prospective clients.

Relational databases are also typically associated with transactional databases, which execute commands, or transactions, collectively. A popular example that is used to illustrate this is a bank transfer. A defined amount is withdrawn from one account, and then it is deposited within another. The total amount of money is withdrawn and deposited, and this transaction cannot occur in any kind of partial sense. Transactions have specific properties. Represented by the acronym, ACID, ACID properties are defined as:

• Atomicity:  All changes to data are performed as if they are a single operation. That is, all the changes are performed, or none of them are.
• Consistency:  Data remains in a consistent state from state to finish, reinforcing data integrity.
• Isolation:  The intermediate state of a transaction is not visible to other transactions, and as a result, transactions that run concurrently appear to be serialized.
• Durability:  After the successful completion of a transaction, changes to data persist and are not undone, even in the event of a system failure.

These properties enable reliable transaction processing.

Relational database vs. relational database management system

While a relational database organizes data based off a relational data model, a relational database management system (RDBMS) is a more specific reference to the underlying database software that enables users to maintain it. These programs allow users to create, update, insert, or delete data in the system, and they provide:

• Data structure
• Multi-user access
• Privilege control
• Network access

Examples of popular RDBMS systems include MySQL, PostgreSQL, and IBM DB2. Additionally, a relational database system differs from a basic database management system (DBMS) in that it stores data in tables while a DBMS stores information as files.

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Invented by Don Chamberlin and Ray Boyce at IBM, Structured Query Language (SQL) is the standard programming language for interacting with relational database management systems, allowing database administrator to add, update, or delete rows of data easily. Originally known as SEQUEL, it was simplified to SQL due to a trademark issue. SQL queries also allows users to retrieve data from databases using only a few lines of code. Given this relationship, it’s easy to see why relational databases are also referred to as “SQL databases” at times.  

Using the example from above, you might construct a query to find the top 10 transactions by company for a specific year with the following code:

SELECT  COMPANY_NAME, SUM(TRANSACTION_AMOUNT)

FROM  TRANSACTION_TABLE A

LEFT JOIN  CUSTOMER_TABLE B

ON  A.CUSTOMER_ID = B.CUSTOMER_ID

WHERE  YEAR(DATE) = 2022

GROUP BY  1

ORDER BY  2 DESC

The ability to join data in this way helps us to reduce redundancy within our data systems, allowing data teams to maintain one master table for customers versus duplicating this information if there was another transaction in the future. To learn more, Don details more of the history of SQL in his paper  here  (link resides outside IBM).

Before relational databases, companies used a hierarchical database system with a tree-like structure for the data tables. These early database management systems (DBMS) enabled users to organize large quantities of data. However, they were complex, often proprietary to a particular application, and limited in the ways in which they could uncover within the data. These limitations eventually led IBM researcher, Edgar F. Codd, to publish a  paper  (link resides outside IBM) (PDF, 1.5 MB) in 1970, titled "A Relational Model of Data for Large Shared Data Banks,” which theorized the relational database model. In this proposed model, information could be retrieved without specialized computer knowledge. He proposed arranging data based on meaningful relationships as tuples, or attribute-value pairs. Sets of tuples were referred to as relations, which ultimately enabled the merging of data across tables.

In 1973, the San Jose Research Laboratory—now known as the Almaden Research Center—began a program called System R (R for relational) to prove this relational theory with what it called “an industrial-strength implementation.” It ultimately became a testing ground for SQL as well, enabling it to become more widely adopted in a short period of time. However, Oracle’s adoption of SQL also didn’t hurt its popularity with database administrators.

By 1983, IBM introduced the DB2 family of relational databases, so named because it was IBM’s second family of database management software. Today, it is one of IBM’s most successful products, continuing to handle billions of transactions every day on cloud infrastructure and setting the foundational layer for machine learning applications.

While relational databases structure data into a tabular format, non-relational databases do not have as rigid of a database schema. In fact, non-relational databases organize data differently based on the type of database. Irrespective of the type of non-relational database, they all aim to solve for the flexibility and scalability issues inherent in relational models which are not ideal for unstructured data formats, like text, video, and images. These types of databases include:

• Key-value store:  This schema-less data model is organized into a dictionary of key-value pairs, where each item has a key and a value. The key could be like something similar found in a SQL database, like a shopping cart ID, while the value is an array of data, like each individual item in that user’s shopping cart. It’s commonly used for caching and storing user session information, such as shopping carts. However, it's not ideal when you need to pull multiple records at a time. Redis and Memcached are examples of open-source databases with this data model.
• Document store:  As suggested by the name, document databases store data as documents. They can be helpful in managing semi-structured data, and data are typically stored in JSON, XML, or BSON formats. This keeps the data together when it is used in applications, reducing the amount of translation needed to use the data. Developers also gain more flexibility since data schemas do not need to match across documents (e.g. name vs. first_name). However, this can be problematic for complex transactions, leading to data corruption. Popular use cases of document databases include content management systems and user profiles. An example of a document-oriented database is MongoDB, the database component of the MEAN stack.
• Wide-column store:  These databases store information in columns, enabling users to access only the specific columns they need without allocating additional memory on irrelevant data. This database tries to solve for the shortcomings of key-value and document stores, but since it can be a more complex system to manage, it is not recommended for use for newer teams and projects. Apache HBase and Apache Cassandra are examples of open-source, wide-column databases. Apache HBase is built on top of Hadoop Distributed Files System that provides a way of storing sparse data sets, which is commonly used in many big data applications. Apache Cassandra, on the other hand, has been designed to manage large amounts of data across multiple servers and clustering that spans multiple data centers. It’s been used for a variety of use cases, such as social networking websites and real-time data analytics.
• Graph store:  This type of database typically houses data from a knowledge graph. Data elements are stored as nodes, edges and properties. Any object, place, or person can be a node. An edge defines the relationship between the nodes. Graph databases are used for storing and managing a network of connections between elements within the graph. Neo4j (link resides outside IBM), a graph-based database service based on Java with an open-source community edition where users can purchase licenses for online backup and high availability extensions, or pre-package licensed version with backup and extensions included.

NoSQL databases  also prioritize availability over consistency.

When computers run over a  network , they invariably need to decide to prioritize consistent results (where every answer is always the same) or high uptime, called "availability." This is called the "CAP Theory," which stands for Consistency, Availability, or Partition Tolerance. Relational databases ensure the information is always in-sync and consistent. Some NoSQL databases, like Redis, prefer to always provide a response. That means the information you receive from a query may be incorrect by a few seconds—perhaps up to half a minute. On social media sites, this means seeing an old profile picture when the newest one is only a few moments old. The alternative could be a timeout or error. On the other hand, in banking and financial transactions, an error and resubmit may be better than old, incorrect information.

For a full rundown of the differences between SQL and NoSQL, see " SQL vs. NoSQL Databases: What's the Difference? "

The primary benefit of the relational database approach is the ability to create meaningful information by joining the tables. Joining tables allows you to understand the  relations  between the data, or how the tables connect. SQL includes the ability to count, add, group, and also combine queries. SQL can perform basic math and subtotal functions and logical transformations. Analysts can order the results by date, name, or any column. These features make the relational approach the single most popular query tool in business today.

Relational databases have several advantages compared to other database formats:

Ease of Use

By virtue of its product lifespan, there is more of a community around relational databases, which partially perpetuates its continued use. SQL also makes it easy to retrieve datasets from multiple tables and perform simple transformations such as filtering and aggregation. The use of indices within relational databases also allows them to locate this information quickly without searching each row in the selected table.

While relational databases have historically been viewed as a more rigid and inflexible data storage option, advances in technology and DBaaS options are changing that perception. While there is still more overhead to develop schemas compared to NoSQL database offerings, relational databases are becoming more flexible as they migrate to cloud environments.

Reduced redundancy 

Relational databases can eliminate redundancy in two ways. The relational model itself reduces data redundancy via a process known as normalization. As noted earlier, a customer table should only log unique records of customer information versus duplicating this information for multiple transactions.

Stored procedures also help to reduce repetitive work. For example, if database access is restricted to certain roles, functions or teams, a stored procedure can help to manage access-control. These reusable functions free up coveted application developer time to tackle high impact work.

Ease of backup and disaster recovery 

Relational databases are transactional—they guarantee the state of the entire system is consistent at any moment. Most relational databases offer easy export and import options, making backup and restore trivial. These exports can happen even while the database is running, making restore on failure easy. Modern, cloud-based relational databases can do continuous mirroring, making the loss of data on restore measured in seconds or less. Most cloud-managed services allow you to create Read Replicas, like in  IBM Cloud® Databases for PostgreSQL . These Read Replicas enable you to store a read-only copy of your data in a cloud data center. Replicas can be promoted to Read/Write instances for  disaster recovery  as well.

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Two-Bit History

Computing through the ages

Important Papers: Codd and the Relational Model

29 Dec 2017

It’s hard to believe today, but the relational database was once the cool new kid on the block. In 2017, the relational model competes with all sorts of cutting-edge NoSQL technologies that make relational database systems seem old-fashioned and boring. Yet, 50 years ago, none of the dominant database systems were relational. Nobody had thought to structure their data that way. When the relational model did come along, it was a radical new idea that revolutionized the database world and spawned a multi-billion dollar industry.

The relational model was introduced in 1970. Edgar F. Codd, a researcher at IBM, published a paper called “A Relational Model of Data for Large Shared Data Banks.” The paper was a rewrite of a paper he had circulated internally at IBM a year earlier. The paper is unassuming; Codd does not announce in his abstract that he has discovered a brilliant new approach to storing data. He only claims to have employed a novel tool (the mathematical notion of a “relation”) to address some of the inadequacies of the prevailing database models.

In 1970, there were two schools of thought about how to structure a database: the hierarchical model and the network model. The hierarchical model was used by IBM’s Information Management System (IMS), the dominant database system at the time. The network model had been specified by a standards committee called CODASYL (which also—random tidbit—specified COBOL) and implemented by several other database system vendors. The two models were not really that different; both could be called “navigational” models. They persisted tree or graph data structures to disk using pointers to preserve the links between the data. Retrieving a record stored toward the bottom of the tree would involve first navigating through all of its ancestor records. These databases were fast (IMS is still used by many financial institutions partly for this reason, see this excellent blog post ) but inflexible. Woe unto those database administrators who suddenly found themselves needing to query records from the bottom of the tree without having an obvious place to start at the top.

Codd saw this inflexibility as a symptom of a larger problem. Programs using a hierarchical or network database had to know about how the stored data was structured. Programs had to know this because they were responsible for navigating down this structure to find the information they needed. This was so true that when Charles Bachman, a major pioneer of the network model, received a Turing Award for his work in 1973, he gave a speech titled “ The Programmer as Navigator .” Of course, if programs were saddled with this responsibility, then they would immediately break if the structure of the database ever changed. In the introduction to his 1970 paper, Codd motivates the search for a better model by arguing that we need “data independence,” which he defines as “the independence of application programs and terminal activities from growth in data types and changes in data representation.” The relational model, he argues, “appears to be superior in several respects to the graph or network model presently in vogue,” partly because, among other benefits, the relational model “provides a means of describing data with its natural structure only.” By this he meant that programs could safely ignore any artificial structures (like trees) imposed upon the data for storage and retrieval purposes only.

To further illustrate the problem with the navigational models, Codd devotes the first section of his paper to an example data set involving machine parts and assembly projects. This dataset, he says, could be represented in existing systems in at least five different ways. Any program \(P\) that is developed assuming one of five structures will fail when run against at least three of the other structures. The program \(P\) could instead try to figure out ahead of time which of the structures it might be dealing with, but it would be difficult to do so in this specific case and practically impossible in the general case. So, as long as the program needs to know about how the data is structured, we cannot switch to an alternative structure without breaking the program. This is a real bummer because (and this is from the abstract) “changes in data representation will often be needed as a result of changes in query, update, and report traffic and natural growth in the types of stored information.”

Codd then introduces his relational model. This model would be refined and expanded in subsequent papers: In 1971, Codd wrote about ALPHA, a SQL-like query language he created; in another 1971 paper, he introduced the first three normal forms we know and love today; and in 1972, he further developed relational algebra and relational calculus, the mathematically rigorous underpinnings of the relational model. But Codd’s 1970 paper contains the kernel of the relational idea:

The term relation is used here in its accepted mathematical sense. Given sets \(S_1, S_i, ..., S_n\) (not necessarily distinct), \(R\) is a relation on these \(n\) sets if it is a set of \(n\)-tuples each of which has its first element from \(S_1\), its second element from \(S_2\), and so on. We shall refer to \(S_j\) as the \(j\)th domain of \(R\). As defined above, \(R\) is said to have degree \(n\). Relations of degree 1 are often called unary , degree 2 binary , degree 3 ternary , and degree \(n\) n-ary .

Today, we call a relation a table , and a domain an attribute or a column . The word “table” actually appears nowhere in the paper, though Codd’s visual representations of relations (which he calls “arrays”) do resemble tables. Codd defines several more terms, some of which we continue to use and others we have replaced. He explains primary and foreign keys, as well as what he calls the “active domain,” which is the set of all distinct values that actually appear in a given domain or column. He then spends some time distinguishing between a “simple” and a “nonsimple” domain. A simple domain contains “atomic” or “nondecomposable” values, like integers. A nonsimple domain has relations as elements. The example Codd gives here is that of an employee with a salary history. The salary history is not one salary but a collection of salaries each associated with a date. So a salary history cannot be represented by a single number or string.

It’s not obvious how one could store a nonsimple domain in a multi-dimensional array, AKA a table. The temptation might be to denote the nonsimple relationship using some kind of pointer, but then we would be repeating the mistakes of the navigational models. Instead. Codd introduces normalization, which at least in the 1970 paper involves nothing more than turning nonsimple domains into simple ones. This is done by expanding the child relation so that it includes the primary key of the parent. Each tuple of the child relation references its parent using simple domains, eliminating the need for a nonsimple domain in the parent. Normalization means no pointers, sidestepping all the problems they cause in the navigational models.

At this point, anyone reading Codd’s paper would have several questions, such as “Okay, how would I actually query such a system?” Codd mentions the possibility of creating a universal sublanguage for querying relational databases from other programs, but declines to define such a language in this particular paper. He does explain, in mathematical terms, many of the fundamental operations such a language would have to support, like joins, “projection” ( SELECT in SQL), and “restriction” ( WHERE ). The amazing thing about Codd’s 1970 paper is that, really, all the ideas are there—we’ve been writing SELECT statements and joins for almost half a century now.

Codd wraps up the paper by discussing ways in which a normalized relational database, on top of its other benefits, can reduce redundancy and improve consistency in data storage. Altogether, the paper is only 11 pages long and not that difficult of a read. I encourage you to look through it yourself. It would be another ten years before Codd’s ideas were properly implemented in a functioning system, but, when they finally were, those systems were so obviously better than previous systems that they took the world by storm.

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E.F. Codd and the Success of the Relational Database Model

Edgar Frank Codd (1923-2003)

On August 23 , 1923 , English computer scientist Edgar Frank “Ted” Codd was born. His main achievement besides many contributions to computer science was the invention of the relational model for database management , the theoretical basis for relational databases .

“At the time, Nixon was normalizing relations with China. I figured that if he could normalize relations, then so could I.” — E. F. Codd [5]

When you talk about databases today, usually you are referring to relational databases that store their data within tables, interconnected via so-called keys. Of course there are also modern alternatives such as e.g. graph based databases , but relational databases are widespread and rather common today. And this is also thanks to E.F. Codd and his relational algebra .

Edgar Frank Codd – Early Years

Edgar Frank Codd was born the youngest of seven children in Portland Bill , in Dorset, England , in 1923 . His father was a leather manufacturer , his mother a schoolteacher . After attending Poole Grammar School , he studied mathematics and chemistry at Exeter College, Oxford , before serving as a pilot in the Royal Air Force during the Second World War . In 1948 at age 25, he moved to New York to work for IBM as a mathematical programmer . In 1953 , angered by Senator Joseph McCarthy , Codd moved to Ottawa, Canada . While in Canada , he established a computing center for the Canadian guided missile program. A decade later he returned to the U.S . and received his doctorate in computer science from the University of Michigan in Ann Arbor . His thesis was about self-replication in cellular automata , extending on work of von Neumann and showing that a set of eight states was sufficient for universal computation and construction.

A Relational Model of Data

Two years later he moved to San Jose, California , to work at IBM ‘s San Jose Research Laboratory , where he continued to work until the 1980s . There he found existing data management systems “seat-of-the-pants, with no theory at all,” he recalled in one interview . “ I began reading documentation, ” Codd said, “ and I was disgusted. ” [2]. Subsequently, Codd worked out his theories of data arrangement, issuing his paper “ A Relational Model of Data for Large Shared Data Banks ” in 1970 , after an internal IBM paper one year earlier. In fact, the 1970 paper became one of the most important research papers in computer history . Codd believed that all the information in a database should be represented as values in the rows and columns of tables , and that no information should be represented by pointers or connections among records.[2] To his frustration, IBM largely ignored his work, as the company was investing heavily at the time in commercializing a different type of database system , the IMS /DB [1].

Then IBM included in its Future Systems project a System R subproject — but put in charge of it developers who were not thoroughly familiar with Codd’s ideas , and isolated the team from Codd . As a result, they did not use Codd’s own Alpha language but created a non-relational one, SEQUEL . Even so, SEQUEL was so superior to pre-relational systems that it was copied, in 1979 , based on pre-launch papers presented at conferences, by Larry Ellison , of Relational software Inc, in his Oracle Database , which actually reached market before SQL /DS — because of the then-already proprietary status of the original name, SEQUEL had been renamed SQL . System R was a success, and in 1981 IBM announced its first relational database product , SQL /DS. DB2 , initially for large mainframe machines, was announced in 1983 [3].

Further Development of the Relational Data Model

Codd continued to develop and extend his relational model , sometimes in collaboration with Chris Date . One of the normalized forms, the Boyce–Codd normal form , is named after him. Codd’s theorem, a result proven in his seminal work on the relational model , equates the expressive power of relational algebra and relational calculus (both of which, lacking recursion , are strictly less powerful than first-order logic ). As the relational model started to become fashionable in the early 1980s , Codd fought a sometimes bitter campaign to prevent the term being misused by database vendors who had merely added a relational veneer to older technology. As part of this campaign, he published his 12 rules to define what constituted a relational database . This made his position in IBM increasingly difficult, so he left to form his own consulting company with Chris Date and others.

Turing Award

Nevertheless, Codd was appointed IBM Fellow in 1976 . In 1981 , Codd was honoured with the Turing Award , the most prestigious award in computer science similar to the Fields medal in mathematics . During the 1990s , his health deteriorated and he ceased work. Codd died of heart failure at his home in Williams Island , Florida , at the age of 79 on April 18, 2003 .

References and Further Reading:

• [1] New York Times Obituary on E.F. Codd
• [2] E.F. Codd at TriplexDB2
• [3] E.F. Codd at IBM Research
• [4] E. F. Codd at Wikidata
• [5]  Ted Codd, Father of the Relational Database, dead at 79, Burlson Consulting
• [6]  Codd, Edgar Frank (9 November 1981).  “1981 Turing Award Lecture – Relational Database: A Practical Foundation for Productivity” .  Communications of the ACM .  25  (2): 109–117.
• [7]  “12 simple rules: How Ted Codd transformed the humble database” .  The Register .
• [8]  Codd, Edgar Frank  (1982).  “Relational database: A practical foundation for productivity” .  Communications of the ACM .  25  (2): 109–117.
• [9]    Edgar F. Codd   at the   Mathematics Genealogy Project
• [10]  Mark Grimes,  BZAN 6356 Lecture 2.1: A Brief Overview of Relational Databases,   Professor Mark Grimes  @ youtube
• [11] Timeline of Turing Award winners, via Wikidata

Harald Sack

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Advances in database systems education: Methods, tools, curricula, and way forward

Muhammad ishaq.

1 Department of Computer Science, National University of Computer and Emerging Sciences, Lahore, Pakistan

2 Department of Computer Science, Virtual University of Pakistan, Lahore, Pakistan

3 Department of Computer Science, University of Management and Technology, Lahore, Pakistan

Muhammad Shoaib Farooq

Muhammad faraz manzoor.

4 Department of Computer Science, Lahore Garrison University, Lahore, Pakistan

Uzma Farooq

Kamran abid.

5 Department of Electrical Engineering, University of the Punjab, Lahore, Pakistan

Mamoun Abu Helou

6 Faculty of Information Technology, Al Istiqlal University, Jericho, Palestine

Associated Data

Not Applicable.

Fundamentals of Database Systems is a core course in computing disciplines as almost all small, medium, large, or enterprise systems essentially require data storage component. Database System Education (DSE) provides the foundation as well as advanced concepts in the area of data modeling and its implementation. The first course in DSE holds a pivotal role in developing students’ interest in this area. Over the years, the researchers have devised several different tools and methods to teach this course effectively, and have also been revisiting the curricula for database systems education. In this study a Systematic Literature Review (SLR) is presented that distills the existing literature pertaining to the DSE to discuss these three perspectives for the first course in database systems. Whereby, this SLR also discusses how the developed teaching and learning assistant tools, teaching and assessment methods and database curricula have evolved over the years due to rapid change in database technology. To this end, more than 65 articles related to DSE published between 1995 and 2022 have been shortlisted through a structured mechanism and have been reviewed to find the answers of the aforementioned objectives. The article also provides useful guidelines to the instructors, and discusses ideas to extend this research from several perspectives. To the best of our knowledge, this is the first research work that presents a broader review about the research conducted in the area of DSE.

Introduction

Database systems play a pivotal role in the successful implementation of the information systems to ensure the smooth running of many different organizations and companies (Etemad & Küpçü, 2018 ; Morien, 2006 ). Therefore, at least one course about the fundamentals of database systems is taught in every computing and information systems degree (Nagataki et al., 2013 ). Database System Education (DSE) is concerned with different aspects of data management while developing software (Park et al., 2017 ). The IEEE/ACM computing curricula guidelines endorse 30–50 dedicated hours for teaching fundamentals of design and implementation of database systems so as to build a very strong theoretical and practical understanding of the DSE topics (Cvetanovic et al., 2010 ).

Practically, most of the universities offer one user-oriented course at undergraduate level that covers topics related to the data modeling and design, querying, and a limited number of hours on theory (Conklin & Heinrichs, 2005 ; Robbert & Ricardo, 2003 ), where it is often debatable whether to utilize a design-first or query-first approach. Furthermore, in order to update the course contents, some recent trends, including big data and the notion of NoSQL should also be introduced in this basic course (Dietrich et al., 2008 ; Garcia-Molina, 2008 ). Whereas, the graduate course is more theoretical and includes topics related to DB architecture, transactions, concurrency, reliability, distribution, parallelism, replication, query optimization, along with some specialized classes.

Researchers have designed a variety of tools for making different concepts of introductory database course more interesting and easier to teach and learn interactively (Brusilovsky et al., 2010 ) either using visual support (Nagataki et al., 2013 ), or with the help of gamification (Fisher & Khine, 2006 ). Similarly, the instructors have been improvising different methods to teach (Abid et al., 2015 ; Domínguez & Jaime, 2010 ) and evaluate (Kawash et al., 2020 ) this theoretical and practical course. Also, the emerging and hot topics such as cloud computing and big data has also created the need to revise the curriculum and methods to teach DSE (Manzoor et al., 2020 ).

The research in database systems education has evolved over the years with respect to modern contents influenced by technological advancements, supportive tools to engage the learners for better learning, and improvisations in teaching and assessment methods. Particularly, in recent years there is a shift from self-describing data-driven systems to a problem-driven paradigm that is the bottom-up approach where data exists before being designed. This mainly relies on scientific, quantitative, and empirical methods for building models, while pushing the boundaries of typical data management by involving mathematics, statistics, data mining, and machine learning, thus opening a multidisciplinary perspective. Hence, it is important to devote a few lectures to introducing the relevance of such advance topics.

Researchers have provided useful review articles on other areas including Introductory Programming Language (Mehmood et al., 2020 ), use of gamification (Obaid et al., 2020 ), research trends in the use of enterprise service bus (Aziz et al., 2020 ), and the role of IoT in agriculture (Farooq et al., 2019 , 2020 ) However, to the best of our knowledge, no such study was found in the area of database systems education. Therefore, this study discusses research work published in different areas of database systems education involving curricula, tools, and approaches that have been proposed to teach an introductory course on database systems in an effective manner. The rest of the article has been structured in the following manner: Sect.  2 presents related work and provides a comparison of the related surveys with this study. Section  3 presents the research methodology for this study. Section  4 analyses the major findings of the literature reviewed in this research and categorizes it into different important aspects. Section  5 represents advices for the instructors and future directions. Lastly, Sect.  6 concludes the article.

Related work

Systematic Literature Reviews have been found to be a very useful artifact for covering and understanding a domain. A number of interesting review studies have been found in different fields (Farooq et al., 2021 ; Ishaq et al., 2021 ). Review articles are generally categorized into narrative or traditional reviews (Abid et al., 2016 ; Ramzan et al., 2019 ), systematic literature review (Naeem et al., 2020 ) and meta reviews or mapping study (Aria & Cuccurullo, 2017 ; Cobo et al., 2012 ; Tehseen et al., 2020 ). This study presents a systematic literature review on database system education.

The database systems education has been discussed from many different perspectives which include teaching and learning methods, curriculum development, and the facilitation of instructors and students by developing different tools. For instance, a number of research articles have been published focusing on developing tools for teaching database systems course (Abut & Ozturk, 1997 ; Connolly et al., 2005 ; Pahl et al., 2004 ). Furthermore, few authors have evaluated the DSE tools by conducting surveys and performing empirical experiments so as to gauge the effectiveness of these tools and their degree of acceptance among important stakeholders, teachers and students (Brusilovsky et al., 2010 ; Nelson & Fatimazahra, 2010 ). On the other hand, some case studies have also been discussed to evaluate the effectiveness of the improvised approaches and developed tools. For example, Regueras et al. ( 2007 ) presented a case study using the QUEST system, in which e-learning strategies are used to teach the database course at undergraduate level, while, Myers and Skinner ( 1997 ) identified the conflicts that arise when theories in text books regarding the development of databases do not work on specific applications.

Another important facet of DSE research focuses on the curriculum design and evolution for database systems, whereby (Alrumaih, 2016 ; Bhogal et al., 2012 ; Cvetanovic et al., 2010 ; Sahami et al., 2011 ) have proposed solutions for improvements in database curriculum for the better understanding of DSE among the students, while also keeping the evolving technology into the perspective. Similarly, Mingyu et al. ( 2017 ) have shared their experience in reforming the DSE curriculum by adding topics related to Big Data. A few authors have also developed and evaluated different tools to help the instructors teaching DSE.

There are further studies which focus on different aspects including specialized tools for specific topics in DSE (Mcintyre et al, 1995 ; Nelson & Fatimazahra, 2010 ). For instance, Mcintyre et al. ( 1995 ) conducted a survey about using state of the art software tools to teach advanced relational database design courses at Cleveland State University. However, the authors did not discuss the DSE curricula and pedagogy in their study. Similarly, a review has been conducted by Nelson and Fatimazahra ( 2010 ) to highlight the fact that the understanding of basic knowledge of database is important for students of the computer science domain as well as those belonging to other domains. They highlighted the issues encountered while teaching the database course in universities and suggested the instructors investigate these difficulties so as to make this course more effective for the students. Although authors have discussed and analyzed the tools to teach database, the tools are yet to be categorized according to different methods and research types within DSE. There also exists an interesting systematic mapping study by Taipalus and Seppänen ( 2020 ) that focuses on teaching SQL which is a specific topic of DSE. Whereby, they categorized the selected primary studies into six categories based on their research types. They utilized directed content analysis, such as, student errors in query formulation, characteristics and presentation of the exercise database, specific or non-specific teaching approach suggestions, patterns and visualization, and easing teacher workload.

Another relevant study that focuses on collaborative learning techniques to teach the database course has been conducted by Martin et al. ( 2013 ) This research discusses collaborative learning techniques and adapted it for the introductory database course at the Barcelona School of Informatics. The motive of the authors was to introduce active learning methods to improve learning and encourage the acquisition of competence. However, the focus of the study was only on a few methods for teaching the course of database systems, while other important perspectives, including database curricula, and tools for teaching DSE were not discussed in this study.

The above discussion shows that a considerable amount of research work has been conducted in the field of DSE to propose various teaching methods; develop and test different supportive tools, techniques, and strategies; and to improve the curricula for DSE. However, to the best of our knowledge, there is no study that puts all these relevant and pertinent aspects together while also classifying and discussing the supporting methods, and techniques. This review is considerably different from previous studies. Table ​ Table1 1 highlights the differences between this study and other relevant studies in the field of DSE using ✓ and – symbol reflecting "included" and "not included" respectively. Therefore, this study aims to conduct a systematic mapping study on DSE that focuses on compiling, classifying, and discussing the existing work related to pedagogy, supporting tools, and curricula.

Comparison with other related research articles

Research methodology

In order to preserve the principal aim of this study, which is to review the research conducted in the area of database systems education, a piece of advice has been collected from existing methods described in various studies (Elberzhager et al., 2012 ; Keele et al., 2007 ; Mushtaq et al., 2017 ) to search for the relevant papers. Thus, proper research objectives were formulated, and based on them appropriate research questions and search strategy were formulated as shown in Fig.  1 .

Research objectives

The Following are the research objectives of this study:

• i. To find high quality research work in DSE.
• ii. To categorize different aspects of DSE covered by other researchers in the field.
• iii. To provide a thorough discussion of the existing work in this study to provide useful information in the form of evolution, teaching guidelines, and future research directions of the instructors.

Research questions

In order to fulfill the research objectives, some relevant research questions have been formulated. These questions along with their motivations have been presented in Table ​ Table2 2 .

Study selection results

Search strategy

The Following search string used to find relevant articles to conduct this study. “Database” AND (“System” OR “Management”) AND (“Education*” OR “Train*” OR “Tech*” OR “Learn*” OR “Guide*” OR “Curricul*”).

Articles have been taken from different sources i.e. IEEE, Springer, ACM, Science Direct and other well-known journals and conferences such as Wiley Online Library, PLOS and ArXiv. The planning for search to find the primary study in the field of DSE is a vital task.

Study selection

A total of 29,370 initial studies were found. These articles went through a selection process, and two authors were designated to shortlist the articles based on the defined inclusion criteria as shown in Fig.  2 . Their conflicts were resolved by involving a third author; while the inclusion/exclusion criteria were also refined after resolving the conflicts as shown in Table ​ Table3. 3 . Cohen’s Kappa coefficient 0.89 was observed between the two authors who selected the articles, which reflects almost perfect agreement between them (Landis & Koch, 1977 ). While, the number of papers in different stages of the selection process for all involved portals has been presented in Table ​ Table4 4 .

Selection criteria

Title based search: Papers that are irrelevant based on their title are manually excluded in the first stage. At this stage, there was a large portion of irrelevant papers. Only 609 papers remained after this stage.

Abstract based search: At this stage, abstracts of the selected papers in the previous stage are studied and the papers are categorized for the analysis along with research approach. After this stage only 152 papers were left.

Full text based analysis: Empirical quality of the selected articles in the previous stage is evaluated at this stage. The analysis of full text of the article has been conducted. The total of 70 papers were extracted from 152 papers for primary study. Following questions are defined for the conduction of final data extraction.

Quality assessment criteria

Following are the criteria used to assess the quality of the selected primary studies. This quality assessment was conducted by two authors as explained above.

• The study focuses on curricula, tools, approach, or assessments in DSE, the possible answers were Yes (1), No (0)
• The study presents a solution to the problem in DSE, the possible answers to this question were Yes (1), Partially (0.5), No (0)
• The study focuses on empirical results, Yes (1), No (0)

Score pattern of publication channels

Almost 50.00% of papers had scored more than average and 33.33% of papers had scored between the average range i.e., 2.50–3.50. Some articles with the score below 2.50 have also been included in this study as they present some useful information and were published in education-based journals. Also, these studies discuss important demography and technology based aspects that are directly related to DSE.

Threats to validity

The validity of this study could be influenced by the following factors during the literature of this publication.

Construct validity

In this study this validity identifies the primary study for research (Elberzhager et al., 2012 ). To ensure that many primary studies have been included in this literature two authors have proposed possible search keywords in multiple repetitions. Search string is comprised of different terms related to DS and education. Though, list might be incomplete, count of final papers found can be changed by the alternative terms (Ampatzoglou et al., 2013 ). IEEE digital library, Science direct, ACM digital library, Wiley Online Library, PLOS, ArXiv and Google scholar are the main libraries where search is done. We believe according to the statistics of search engines of literature the most research can be found on these digital libraries (Garousi et al., 2013 ). Researchers also searched related papers in main DS research sites (VLDB, ICDM, EDBT) in order to minimize the risk of missing important publication.

Including the papers that does not belong to top journals or conferences may reduce the quality of primary studies in this research but it indicates that the representativeness of the primary studies is improved. However, certain papers which were not from the top publication sources are included because of their relativeness wisth the literature, even though they reduce the average score for primary studies. It also reduces the possibility of alteration of results which might have caused by the improper handling of duplicate papers. Some cases of duplications were found which were inspected later whether they were the same study or not. The two authors who have conducted the search has taken the final decision to the select the papers. If there is no agreement between then there must be discussion until an agreement is reached.

Internal validity

This validity deals with extraction and data analysis (Elberzhager et al., 2012 ). Two authors carried out the data extraction and primary studies classification. While the conflicts between them were resolved by involving a third author. The Kappa coefficient was 0.89, according to Landis and Koch ( 1977 ), this value indicates almost perfect level of agreement between the authors that reduces this threat significantly.

Conclusion validity

This threat deals with the identification of improper results which may cause the improper conclusions. In this case this threat deals with the factors like missing studies and wrong data extraction (Ampatzoglou et al., 2013 ). The objective of this is to limit these factors so that other authors can perform study and produce the proper conclusions (Elberzhager et al., 2012 ).

Interpretation of results might be affected by the selection and classification of primary studies and analyzing the selected study. Previous section has clearly described each step performed in primary study selection and data extraction activity to minimize this threat. The traceability between the result and data extracted was supported through the different charts. In our point of view, slight difference based on the publication selection and misclassification would not alter the main results.

External validity

This threat deals with the simplification of this research (Mateo et al., 2012 ). The results of this study were only considered that related to the DSE filed and validation of the conclusions extracted from this study only concerns the DSE context. The selected study representativeness was not affected because there was no restriction on time to find the published research. Therefore, this external validity threat is not valid in the context of this research. DS researchers can take search string and the paper classification scheme represented in this study as an initial point and more papers can be searched and categorized according to this scheme.

Analysis of compiled research articles

This section presents the analysis of the compiled research articles carefully selected for this study. It presents the findings with respect to the research questions described in Table ​ Table2 2 .

Selection results

A total of 70 papers were identified and analyzed for the answers of RQs described above. Table ​ Table6 6 represents a list of the nominated papers with detail of the classification results and their quality assessment scores.

Classification and quality assessment of selected articles

RQ1.Categorization of research work in DSE field

The analysis in this study reveals that the literature can be categorized as: Tools: any additional application that helps instructors in teaching and students in learning. Methods: any improvisation aimed at improving pedagogy or cognition. Curriculum: refers to the course content domains and their relative importance in a degree program, as shown in Fig.  3 .

Taxonomy of DSE study types

Most of the articles provide a solution by gathering the data and also prove the novelty of their research through results. These papers are categorized as experiments w.r.t. their research types. Whereas, some of them case study papers which are used to generate an in depth, multifaceted understanding of a complex issue in its real-life context, while few others are review studies analyzing the previously used approaches. On the other hand, a majority of included articles have evaluated their results with the help of experiments, while others conducted reviews to establish an opinion as shown in Fig.  4 .

Cross Mapping of DSE study type and research Types

Educational tools, especially those related to technology, are making their place in market faster than ever before (Calderon et al., 2011 ). The transition to active learning approaches, with the learner more engaged in the process rather than passively taking in information, necessitates a variety of tools to help ensure success. As with most educational initiatives, time should be taken to consider the goals of the activity, the type of learners, and the tools needed to meet the goals. Constant reassessment of tools is important to discover innovation and reforms that improve teaching and learning (Irby & Wilkerson, 2003 ). For this purpose, various type of educational tools such as, interactive, web-based and game based have been introduced to aid the instructors in order to explain the topic in more effective way.

The inclusion of technology into the classroom may help learners to compete in the competitive market when approaching the start of their career. It is important for the instructors to acknowledge that the students are more interested in using technology to learn database course instead of merely being taught traditional theory, project, and practice-based methods of teaching (Adams et al., 2004 ). Keeping these aspects in view many authors have done significant research which includes web-based and interactive tools to help the learners gain better understanding of basic database concepts.

Great research has been conducted with the focus of students learning. In this study we have discussed the students learning supportive with two major finding’s objectives i.e., tools which prove to be more helpful than other tools. Whereas, proposed tools with same outcome as traditional classroom environment. Such as, Abut and Ozturk ( 1997 ) proposed an interactive classroom environment to conduct database classes. The online tools such as electronic “Whiteboard”, electronic textbooks, advance telecommunication networks and few other resources such as Matlab and World Wide Web were the main highlights of their proposed smart classroom. Also, Pahl et al. ( 2004 ) presented an interactive multimedia-based system for the knowledge and skill oriented Web-based education of database course students. The authors had differentiated their proposed classroom environment from traditional classroom-based approach by using tool mediated independent learning and training in an authentic setting. On the other hand, some authors have also evaluated the educational tools based on their usage and impact on students’ learning. For example, Brusilovsky et al. ( 2010 )s evaluated the technical and conceptual difficulties of using several interactive educational tools in the context of a single course. A combined Exploratorium has been presented for database courses and an experimental platform, which delivers modified access to numerous types of interactive learning activities.

Also, Taipalus and Perälä ( 2019 ) investigated the types of errors that are persistent in writing SQL by the students. The authors also contemplated the errors while mapping them onto different query concepts. Moreover, Abelló Gamazo et al. ( 2016 ) presented a software tool for the e-assessment of relational database skills named LearnSQL. The proposed software allows the automatic and efficient e-learning and e-assessment of relational database skills. Apart from these, Yue ( 2013 ) proposed the database tool named Sakila as a unified platform to support instructions and multiple assignments of a graduate database course for five semesters. According to this study, students find this tool more useful and interesting than the highly simplified databases developed by the instructor, or obtained from textbook. On the other hand, authors have proposed tools with the main objective to help the student’s grip on the topic by addressing the pedagogical problems in using the educational tools. Connolly et al. ( 2005 ) discussed some of the pedagogical problems sustaining the development of a constructive learning environment using problem-based learning, a simulation game and interactive visualizations to help teach database analysis and design. Also, Yau and Karim ( 2003 ) proposed smart classroom with prevalent computing technology which will facilitate collaborative learning among the learners. The major aim of this smart classroom is to improve the quality of interaction between the instructors and students during lecture.

Student satisfaction is also an important factor for the educational tools to more effective. While it supports in students learning process it should also be flexible to achieve the student’s confidence by making it as per student’s needs (Brusilovsky et al., 2010 ; Connolly et al., 2005 ; Pahl et al., 2004 ). Also, Cvetanovic et al. ( 2010 ) has proposed a web-based educational system named ADVICE. The proposed solution helps the students to reduce the gap between DBMS, theory and its practice. On the other hand, authors have enhanced the already existing educational tools in the traditional classroom environment to addressed the student’s concerns (Nelson & Fatimazahra, 2010 ; Regueras et al., 2007 ) Table ​ Table7 7 .

Tools: Adopted in DSE and their impacts

Hands on database development is the main concern in most of the institute as well as in industry. However, tools assisting the students in database development and query writing is still major concern especially in SQL (Brusilovsky et al., 2010 ; Nagataki et al., 2013 ).

Student’s grades reflect their conceptual clarity and database development skills. They are also important to secure jobs and scholarships after passing out, which is why it is important to have the educational learning tools to help the students to perform well in the exams (Cvetanovic et al., 2010 ; Taipalus et al., 2018 ). While, few authors (Wang et al., 2010 ) proposed Metube which is a variation of YouTube. Subsequently, existing educational tools needs to be upgraded or replaced by the more suitable assessment oriented interactive tools to attend challenging students needs (Pahl et al., 2004 ; Yuelan et al., 2011 ).

One other objective of developing the educational tools is to increase the interaction between the students and the instructors. In the modern era, almost every institute follows the student centered learning(SCL). In SCL the interaction between students and instructor increases with most of the interaction involves from the students. In order to support SCL the educational based interactive and web-based tools need to assign more roles to students than the instructors (Abbasi et al., 2016 ; Taipalus & Perälä, 2019 ; Yau & Karim, 2003 ).

Theory versus practice is still one of the main issues in DSE teaching methods. The traditional teaching method supports theory first and then the concepts learned in the theoretical lectures implemented in the lab. Whereas, others think that it is better to start by teaching how to write query, which should be followed by teaching the design principles for database, while a limited amount of credit hours are also allocated for the general database theory topics. This part of the article discusses different trends of teaching and learning style along with curriculum and assessments methods discussed in DSE literature.

A variety of teaching methods have been designed, experimented, and evaluated by different researchers (Yuelan et al., 2011 ; Chen et al., 2012 ; Connolly & Begg, 2006 ). Some authors have reformed teaching methods based on the requirements of modern way of delivering lectures such as Yuelan et al. ( 2011 ) reform teaching method by using various approaches e.g. a) Modern ways of education: includes multimedia sound, animation, and simulating the process and working of database systems to motivate and inspire the students. b) Project driven approach: aims to make the students familiar with system operations by implementing a project. c) Strengthening the experimental aspects: to help the students get a strong grip on the basic knowledge of database and also enable them to adopt a self-learning ability. d) Improving the traditional assessment method: the students should turn in their research and development work as the content of the exam, so that they can solve their problem on their own.

The main aim of any teaching method is to make student learn the subject effectively. Student must show interest in order to gain something from the lectures delivered by the instructors. For this, teaching methods should be interactive and interesting enough to develop the interest of the students in the subject. Students can show interest in the subject by asking more relative questions or completing the home task and assignments on time. Authors have proposed few teaching methods to make topic more interesting such as, Chen et al. ( 2012 ) proposed a scaffold concept mapping strategy, which considers a student’s prior knowledge, and provides flexible learning aids (scaffolding and fading) for reading and drawing concept maps. Also, Connolly & Begg (200s6) examined different problems in database analysis and design teaching, and proposed a teaching approach driven by principles found in the constructivist epistemology to overcome these problems. This constructivist approach is based on the cognitive apprenticeship model and project-based learning. Similarly, Domínguez & Jaime ( 2010 ) proposed an active method for database design through practical tasks development in a face-to-face course. They analyzed results of five academic years using quasi experimental. The first three years a traditional strategy was followed and a course management system was used as material repository. On the other hand, Dietrich and Urban ( 1996 ) have described the use of cooperative group learning concepts in support of an undergraduate database management course. They have designed the project deliverables in such a way that students develop skills for database implementation. Similarly, Zhang et al. ( 2018 ) have discussed several effective classroom teaching measures from the aspects of the innovation of teaching content, teaching methods, teaching evaluation and assessment methods. They have practiced the various teaching measures by implementing the database technologies and applications in Qinghai University. Moreover, Hou and Chen ( 2010 ) proposed a new teaching method based on blending learning theory, which merges traditional and constructivist methods. They adopted the method by applying the blending learning theory on Access Database programming course teaching.

Problem solving skills is a key aspect to any type of learning at any age. Student must possess this skill to tackle the hurdles in institute and also in industry. Create mind and innovative students find various and unique ways to solve the daily task which is why they are more likeable to secure good grades and jobs. Authors have been working to introduce teaching methods to develop problem solving skills in the students(Al-Shuaily, 2012 ; Cai & Gao, 2019 ; Martinez-González & Duffing, 2007 ; Gudivada et al., 2007 ). For instance, Al-Shuaily ( 2012 ) has explored four cognitive factors such as i) Novices’ ability in understanding, ii) Novices’ ability to translate, iii) Novice’s ability to write, iv) Novices’ skills that might influence SQL teaching, and learning methods and approaches. Also, Cai and Gao ( 2019 ) have reformed the teaching method in the database course of two higher education institutes in China. Skills and knowledge, innovation ability, and data abstraction were the main objective of their study. Similarly, Martinez-González and Duffing ( 2007 ) analyzed the impact of convergence of European Union (EU) in different universities across Europe. According to their study, these institutes need to restructure their degree program and teaching methodologies. Moreover, Gudivada et al. ( 2007 ) proposed a student’s learning method to work with the large datasets. they have used the Amazon Web Services API and.NET/C# application to extract a subset of the product database to enhance student learning in a relational database course.

On the other hand, authors have also evaluated the traditional teaching methods to enhance the problem-solving skills among the students(Eaglestone & Nunes, 2004 ; Wang & Chen, 2014 ; Efendiouglu & Yelken, 2010 ) Such as, Eaglestone and Nunes ( 2004 ) shared their experiences of delivering a database design course at Sheffield University and discussed some of the issues they faced, regarding teaching, learning and assessments. Likewise, Wang and Chen ( 2014 ) summarized the problems mainly in teaching of the traditional database theory and application. According to the authors the teaching method is outdated and does not focus on the important combination of theory and practice. Moreover, Efendiouglu and Yelken ( 2010 ) investigated the effects of two different methods Programmed Instruction (PI) and Meaningful Learning (ML) on primary school teacher candidates’ academic achievements and attitudes toward computer-based education, and to define their views on these methods. The results show that PI is not favoured for teaching applications because of its behavioural structure Table ​ Table8 8 .

Methods: Teaching approaches adopted in DSE

Students become creative and innovative when the try to study on their own and also from different resources rather than curriculum books only. In the modern era, there are various resources available on both online and offline platforms. Modern teaching methods must emphasize on making the students independent from the curriculum books and educate them to learn independently(Amadio et al., 2003 ; Cai & Gao, 2019 ; Martin et al., 2013 ). Also, in the work of Kawash et al. ( 2020 ) proposed he group study-based learning approach called Graded Group Activities (GGAs). In this method students team up in order to take the exam as a group. On the other hand, few studies have emphasized on course content to prepare students for the final exams such as, Zheng and Dong ( 2011 ) have discussed the issues of computer science teaching with particular focus on database systems, where different characteristics of the course, teaching content and suggestions to teach this course effectively have been presented.

As technology is evolving at rapid speed, so students need to have practical experience from the start. Basic theoretical concepts of database are important but they are of no use without its implementation in real world projects. Most of the students study in the institutes with the aim of only clearing the exams with the help of theoretical knowledge and very few students want to have practical experience(Wang & Chen, 2014 ; Zheng & Dong, 2011 ). To reduce the gap between the theory and its implementation, authors have proposed teaching methods to develop the student’s interest in the real-world projects (Naik & Gajjar, 2021 ; Svahnberg et al., 2008 ; Taipalus et al., 2018 ). Moreover, Juxiang and Zhihong ( 2012 ) have proposed that the teaching organization starts from application scenarios, and associate database theoretical knowledge with the process from analysis, modeling to establishing database application. Also, Svahnberg et al. ( 2008 ) explained that in particular conditions, there is a possibility to use students as subjects for experimental studies in DSE and influencing them by providing responses that are in line with industrial practice.

On the other hand, Nelson et al. ( 2003 ) evaluated the different teaching methods used to teach different modules of database in the School of Computing and Technology at the University of Sunder- land. They outlined suggestions for changes to the database curriculum to further integrate research and state-of-the-art systems in databases.

• III. Curriculum

Database curriculum has been revisited many times in the form of guidelines that not only present the contents but also suggest approximate time to cover different topics. According to the ACM curriculum guidelines (Lunt et al., 2008 ) for the undergraduate programs in computer science, the overall coverage time for this course is 46.50 h distributed in such a way that 11 h is the total coverage time for the core topics such as, Information Models (4 core hours), Database Systems (3 core hours) and Data Modeling (4 course hours). Whereas, the remaining hours are allocated for elective topics such as Indexing, Relational Databases, Query Languages, Relational Database Design, Transaction Processing, Distributed Databases, Physical Database Design, Data Mining, Information Storage and Retrieval, Hypermedia, Multimedia Systems, and Digital Libraries(Marshall, 2012 ). While, according to the ACM curriculum guidelines ( 2013 ) for undergraduate programs in computer science, this course should be completed in 15 weeks with two and half hour lecture per week and lab session of four hours per week on average (Brady et al., 2004 ). Thus, the revised version emphasizes on the practice based learning with the help of lab component. Numerous organizations have exerted efforts in this field to classify DSE (Dietrich et al., 2008 ). DSE model curricula, bodies of knowledge (BOKs), and some standardization aspects in this field are discussed below:

Model curricula

There are standard bodies who set the curriculum guidelines for teaching undergraduate degree programs in computing disciplines. Curricula which include the guidelines to teach database are: Computer Engineering Curricula (CEC) (Meier et al., 2008 ), Information Technology Curricula (ITC) (Alrumaih, 2016 ), Computing Curriculum Software Engineering (CCSE) (Meyer, 2001 ), Cyber Security Curricula (CSC) (Brady et al., 2004 ; Bishop et al., 2017 ).

Bodies of knowledge (BOK)

A BOK includes the set of thoughts and activities related to the professional area, while in model curriculum set of guidelines are given to address the education issues (Sahami et al., 2011 ). Database body of Knowledge comprises of (a) The Data Management Body of Knowledge (DM- BOK), (b) Software Engineering Education Knowledge (SEEK) (Sobel, 2003 ) (Sobel, 2003 ), and (c) The SE body of knowledge (SWEBOK) (Swebok Evolution: IEEE Computer Society n.d. ).

Apart from the model curricula, and bodies of knowledge, there also exist some standards related to the database and its different modules: ISO/IEC 9075–1:2016 (Computing Curricula, 1991 ), ISO/IEC 10,026–1: 1998 (Suryn, 2003 ).

We also utilize advices from some studies (Elberzhager et al., 2012 ; Keele et al., 2007 ) to search for relevant papers. In order to conduct this systematic study, it is essential to formulate the primary research questions (Mushtaq et al., 2017 ). Since the data management techniques and software are evolving rapidly, the database curriculum should also be updated accordingly to meet these new requirements. Some authors have described ways of updating the content of courses to keep pace with specific developments in the field and others have developed new database curricula to keep up with the new data management techniques.

Furthermore, some authors have suggested updates for the database curriculum based on the continuously evolving technology and introduction of big data. For instance Bhogal et al. ( 2012 ) have shown that database curricula need to be updated and modernized, which can be achieved by extending the current database concepts that cover the strategies to handle the ever changing user requirements and how database technology has evolved to meet the requirements. Likewise, Picciano ( 2012 ) examines the evolving world of big data and analytics in American higher education. According to the author, the “data driven” decision making method should be used to help the institutes evaluate strategies that can improve retention and update the curriculum that has big data basic concepts and applications, since data driven decision making has already entered in the big data and learning analytic era. Furthermore, Marshall ( 2011 ) presented the challenges faced when developing a curriculum for a Computer Science degree program in the South African context that is earmarked for international recognition. According to the author, the Curricula needs to adhere both to the policy and content requirements in order to be rated as being of a particular quality.

Similarly, some studies (Abourezq & Idrissi, 2016 ; Mingyu et al., 2017 ) described big data influence from a social perspective and also proceeded with the gaps in database curriculum of computer science, especially, in the big data era and discovers the teaching improvements in practical and theoretical teaching mode, teaching content and teaching practice platform in database curriculum. Also Silva et al. ( 2016 ) propose teaching SQL as a general language that can be used in a wide range of database systems from traditional relational database management systems to big data systems.

On the other hand, different authors have developed a database curriculum based on the different academic background of students. Such as, Dean and Milani ( 1995 ) have recommended changes in computer science curricula based on the practice in United Stated Military Academy (USMA). They emphasized greatly on the practical demonstration of the topic rather than the theoretical explanation. Especially, for the non-computer science major students. Furthermore, Urban and Dietrich ( 2001 ) described the development of a second course on database systems for undergraduates, preparing students for the advanced database concepts that they will exercise in the industry. They also shared their experience with teaching the course, elaborating on the topics and assignments. Also, Andersson et al. ( 2019 ) proposed variations in core topics of database management course for the students with the engineering background. Moreover, Dietrich et al. ( 2014 ) described two animations developed with images and color that visually and dynamically introduce fundamental relational database concepts and querying to students of many majors. The goal is that the educators, in diverse academic disciplines, should be able to incorporate these animations in their existing courses to meet their pedagogical needs.

The information systems have evolved into large scale distributed systems that store and process a huge amount of data across different servers, and process them using different distributed data processing frameworks. This evolution has given birth to new paradigms in database systems domain termed as NoSQL and Big Data systems, which significantly deviate from conventional relational and distributed database management systems. It is pertinent to mention that in order to offer a sustainable and practical CS education, these new paradigms and methodologies as shown in Fig.  5 should be included into database education (Kleiner, 2015 ). Tables ​ Tables9 9 and ​ and10 10 shows the summarized findings of the curriculum based reviewed studies. This section also proposed appropriate text book based on the theory, project, and practice-based teaching methodology as shown in Table ​ Table9. 9 . The proposed books are selected purely on the bases of their usage in top universities around the world such as, Massachusetts Institute of Technology, Stanford University, Harvard University, University of Oxford, University of Cambridge and, University of Singapore and the coverage of core topics mentioned in the database curriculum.

Concepts in Database Systems Education (Kleiner, 2015 )

Recommended text books for DSE

Curriculum: Findings of Reviewed Literature

RQ.2 Evolution of DSE research

This section discusses the evolution of database while focusing the DSE over the past 25 years as shown in Fig.  6 .

Evolution of DSE studies

This study shows that there is significant increase in research in DSE after 2004 with 78% of the selected papers are published after 2004. The main reason of this outcome is that some of the papers are published in well-recognized channels like IEEE Transactions on Education, ACM Transactions on Computing Education, International Conference on Computer Science and Education (ICCSE), and Teaching, Learning and Assessment of Database (TLAD) workshop. It is also evident that several of these papers were published before 2004 and only a few articles were published during late 1990s. This is because of the fact that DSE started to gain interest after the introduction of Body of Knowledge and DSE standards. The data intensive scientific discovery has been discussed as the fourth paradigm (Hey et al., 2009 ): where the first involves empirical science and observations; second contains theoretical science and mathematically driven insights; third considers computational science and simulation driven insights; while the fourth involves data driven insights of modern scientific research.

Over the past few decades, students have gone from attending one-room class to having the world at their fingertips, and it is a great challenge for the instructors to develop the interest of students in learning database. This challenge has led to the development of the different types of interactive tools to help the instructors teach DSE in this technology oriented era. Keeping the importance of interactive tools in DSE in perspective, various authors have proposed different interactive tools over the years, such as during 1995–2003, when different authors proposed various interactive tools. Some studies (Abut & Ozturk, 1997 ; Mcintyre et al., 1995 ) introduced state of the art interactive tools to teach and enhance the collaborative learning among the students. Similarly, during 2004–2005 more interactive tools in the field of DSE were proposed such as Pahl et al. ( 2004 ), Connolly et al. ( 2005 ) introduced multimedia system based interactive model and game based collaborative learning environment.

The Internet has started to become more common in the first decade of the twenty-first century and its positive impact on the education sector was undeniable. Cost effective, student teacher peer interaction, keeping in touch with the latest information were the main reasons which made the instructors employ web-based tools to teach database in the education sector. Due to this spike in the demand of web-based tools, authors also started to introduce new instruments to assist with teaching database. In 2007 Regueras et al. ( 2007 ) proposed an e-learning tool named QUEST with a feedback module to help the students to learn from their mistakes. Similarly, in 2010, multiple authors have proposed and evaluated various web-based tools. Cvetanovic et al. ( 2010 ) proposed ADVICE with the functionality to monitor student’s progress, while, few authors (Wang et al., 2010 ) proposed Metube which is a variation of YouTube. Furthermore, Nelson and Fatimazahra ( 2010 ) evaluated different web-based tools to highlight the complexities of using these web-based instruments.

Technology has changed the teaching methods in the education sector but technology cannot replace teachers, and despite the amount of time most students spend online, virtual learning will never recreate the teacher-student bond. In the modern era, innovation in technology used in educational sectors is not meant to replace the instructors or teaching methods.

During the 1990s some studies (Dietrich & Urban, 1996 ; Urban & Dietrich, 1997 ) proposed learning and teaching methods respectively keeping the evolving technology in view. The highlight of their work was project deliverables and assignments where students progressively advanced to a step-by-step extension, from a tutorial exercise and then attempting more difficult extension of assignment.

During 2002–2007 various authors have discussed a number of teaching and learning methods to keep up the pace with the ever changing database technology, such as Connolly and Begg ( 2006 ) proposing a constructive approach to teach database analysis and design. Similarly, Prince and Felder ( 2006 ) reviewed the effectiveness of inquiry learning, problem based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching. Also, McIntyre et al. (Mcintyre et al., 1995 ) brought to light the impact of convergence of European Union (EU) in different universities across Europe. They suggested a reconstruction of teaching and learning methodologies in order to effectively teach database.

During 2008–2013 more work had been done to address the different methods of teaching and learning in the field of DSE, like the work of Dominguez and Jaime ( 2010 ) who proposed an active learning approach. The focus of their study was to develop the interest of students in designing and developing databases. Also, Zheng and Dong ( 2011 ) have highlighted various characteristics of the database course and its teaching content. Similarly, Yuelan et al. ( 2011 ) have reformed database teaching methods. The main focus of their study were the Modern ways of education, project driven approach, strengthening the experimental aspects, and improving the traditional assessment method. Likewise, Al-Shuaily ( 2012 ) has explored 4 cognitive factors that can affect the learning process of database. The main focus of their study was to facilitate the students in learning SQL. Subsequently, Chen et al. ( 2012 ) also proposed scaffolding-based concept mapping strategy. This strategy helps the students to better understand database management courses. Correspondingly, Martin et al. ( 2013 ) discussed various collaborative learning techniques in the field of DSE while keeping database as an introductory course.

In the years between 2014 and 2021, research in the field of DSE increased, which was the main reason that the most of teaching, learning and assessment methods were proposed and discussed during this period. Rashid and Al-Radhy ( 2014 ) discussed the issues of traditional teaching, learning, assessing methods of database courses at different universities in Kurdistan and the main focus of their study being reformation issues, such as absence of teaching determination and contradiction between content and theory. Similarly, Wang and Chen ( 2014 ) summarized the main problems in teaching the traditional database theory and its application. Curriculum assessment mode was the main focus of their study. Eaglestone and Nunes ( 2004 ) shared their experiences of delivering a databases design course at Sheffield University. Their focus of study included was to teach the database design module to a diverse group of students from different backgrounds. Rashid ( 2015 ) discussed some important features of database courses, whereby reforming the conventional teaching, learning, and assessing strategies of database courses at universities were the main focus of this study. Kui et al. ( 2018 ) reformed the teaching mode of database courses based on flipped classroom. Initiative learning of database courses was their main focus in this study. Similarly, Zhang et al. ( 2018 ) discussed several effective classroom teaching measures. The main focus of their study was teaching content, teaching methods, teaching evaluation and assessment methods. Cai and Gao ( 2019 ) also carried out the teaching reforms in the database course of liberal arts. Diversified teaching modes, such as flipping classroom, case oriented teaching and task oriented were the focus of their study. Teaching Kawash et al. ( 2020 ) proposed a learning approach called Graded Group Activities (GGAs). Their main focus of the study was reforming learning and assessment method.

Database course covers several topics that range from data modeling to data implementation and examination. Over the years, various authors have given their suggestions to update these topics in database curriculum to meet the requirements of modern technologies. On the other hand, authors have also proposed a new curriculum for the students of different academic backgrounds and different areas. These reformations in curriculum helped the students in their preparation, practically and theoretically, and enabled them to compete in the competitive market after graduation.

During 2003 and 2006 authors have proposed various suggestions to update and develop computer science curriculum across different universities. Robbert and Ricardo ( 2003 ) evaluated three reviews from 1999 to 2002 that were given to the groups of educators. The focus of their study was to highlight the trends that occurred in database curriculum. Also, Calero et al. ( 2003 ) proposed a first draft for this Database Body of Knowledge (DBBOK). Database (DB), Database Design (DBD), Database Administration (DBAd), Database Application (DBAp) and Advance Databases (ADVDB) were the main focus of their study. Furthermore, Conklin and Heinrichs (Conklin & Heinrichs, 2005 ) compared the content included in 13 database textbooks and the main focus of their study was IS 2002, CC2001, and CC2004 model curricula.

The years from 2007 and 2011, authors managed to developed various database curricula, like Luo et al. ( 2008 ) developed curricula in Zhejiang University City College. The aim of their study to nurture students to be qualified computer scientists. Likewise, Dietrich et al. ( 2008 ) proposed the techniques to assess the development of an advanced database course. The purpose behind the addition of an advanced database course at undergraduate level was to prepare the students to respond to industrial requirements. Also, Marshall ( 2011 ) developed a new database curriculum for Computer Science degree program in the South African context.

During 2012 and 2021 various authors suggested updates for the database curriculum such as Bhogal et al. ( 2012 ) who suggested updating and modernizing the database curriculum. Data management and data analytics were the focus of their study. Similarly, Picciano ( 2012 ) examined the curriculum in the higher level of American education. The focus of their study was big data and analytics. Also, Zhanquan et al. ( 2016 ) proposed the design for the course content and teaching methods in the classroom. Massive Open Online Courses (MOOCs) were the focus of their study. Likewise, Mingyu et al. ( 2017 ) suggested updating the database curriculum while keeping new technology concerning the database in perspective. The focus of their study was big data.

The above discussion clearly shows that the SQL is most discussed topic in the literature where more than 25% of the studies have discussed it in the previous decade as shown in Fig.  7 . It is pertinent to mention that other SQL databases such as Oracle, MS access are discussed under the SQL banner (Chen et al., 2012 ; Hou & Chen, 2010 ; Wang & Chen, 2014 ). It is mainly because of its ability to handle data in a relational database management system and direct implementation of database theoretical concepts. Also, other database topics such as transaction management, application programming etc. are also the main highlights of the topics discussed in the literature.

Evolution of Database topics discussed in literature

Research synthesis, advice for instructors, and way forward

This section presents the synthesized information extracted after reading and analyzing the research articles considered in this study. To this end, it firstly contextualizes the tools and methods to help the instructors find suitable tools and methods for their settings. Similarly, developments in curriculum design have also been discussed. Subsequently, general advice for instructors have been discussed. Lastly, promising future research directions for developing new tools, methods, and for revising the curriculum have also been discussed in this section.

Methods, tools, and curriculum

Methods and tools.

Web-based tools proposed by Cvetanovic et al. ( 2010 ) and Wang et al. ( 2010 ) have been quite useful, as they are growing increasingly pertinent as online mode of education is prevalent all around the globe during COVID-19. On the other hand, interactive tools and smart class room methodology has also been used successfully to develop the interest of students in database class. (Brusilovsky et al., 2010 ; Connolly et al., 2005 ; Pahl et al., 2004 ; Canedo et al., 2021 ; Ko et al., 2021 ).

One of the most promising combination of methodology and tool has been proposed by Cvetanovic et al. ( 2010 ), whereby they developed a tool named ADVICE that helps students learn and implement database concepts while using project centric methodology, while a game based collaborative learning environment was proposed by Connolly et al. ( 2005 ) that involves a methodology comprising of modeling, articulation, feedback, and exploration. As a whole, project centric teaching (Connolly & Begg, 2006 ; Domínguez & Jaime, 2010 ) and teaching database design and problem solving skills Wang and Chen ( 2014 ), are two successful approaches for DSE. Whereas, other studies (Urban & Dietrich, 1997 ) proposed teaching methods that are more inclined towards practicing database concepts. While a topic specific approach has been proposed by Abbasi et al. ( 2016 ), Taipalus et al. ( 2018 ) and Silva et al. ( 2016 ) to teach and learn SQL. On the other hand, Cai and Gao ( 2019 ) developed a teaching method for students who do not have a computer science background. Lastly, some useful ways for defining assessments for DSE have been proposed by Kawash et al. ( 2020 ) and Zhang et al. ( 2018 ).

Curriculum of database adopted by various institutes around the world does not address how to teach the database course to the students who do not have a strong computer science background. Such as Marshall ( 2012 ), Luo et al. ( 2008 ) and Zhanquan et al. ( 2016 ) have proposed the updates in current database curriculum for the students who are not from computer science background. While Abid et al. ( 2015 ) proposed a combined course content and various methodologies that can be used for teaching database systems course. On the other hand, current database curriculum does not include the topics related to latest technologies in database domain. This factor was discussed by many other studies as well (Bhogal et al., 2012 ; Mehmood et al., 2020 ; Picciano, 2012 ).

Guidelines for instructors

The major conclusion of this study are the suggestions based on the impact and importance for instructors who are teaching DSE. Furthermore, an overview of productivity of every method can be provided by the empirical studies. These instructions are for instructors which are the focal audience of this study. These suggestions are subjective opinions after literature analysis in form of guidelines according to the authors and their meaning and purpose were maintained. According to the literature reviewed, various issues have been found in this section. Some other issues were also found, but those were not relevant to DSE. Following are some suggestions that provide interesting information:

Project centric and applied approach

• To inculcate database development skills for the students, basic elements of database development need to be incorporated into teaching and learning at all levels including undergraduate studies (Bakar et al., 2011 ). To fulfill this objective, instructors should also improve the data quality in DSE by assigning the projects and assignments to the students where they can assess, measure and improve the data quality using already deployed databases. They should demonstrate that the quality of data is determined not only by the effective design of a database, but also through the perception of the end user (Mathieu & Khalil, 1997 )
• The gap between the database course theory and industrial practice is big. Fresh graduate students find it difficult to cope up with the industrial pressure because of the contrast between what they have been taught in institutes and its application in industry (Allsopp et al., 2006 ). Involve top performers from classes in industrial projects so that they are able to acquiring sufficient knowledge and practice, especially for post graduate courses. There must be some other activities in which industry practitioners come and present the real projects and also share their industrial experiences with the students. The gap between theoretical and the practical sides of database has been identified by Myers and Skinner ( 1997 ). In order to build practical DS concepts, instructors should provide the students an accurate view of reality and proper tools.

Importance of software development standards and impact of DB in software success

• They should have the strategies, ability and skills that can align the DSE course with the contemporary Global Software Development (GSD) (Akbar & Safdar, 2015 ; Damian et al., 2006 ).
• Enable the students to explain the approaches to problem solving, development tools and methodologies. Also, the DS courses are usually taught in normal lecture format. The result of this method is that students cannot see the influence on the success or failure of projects because they do not realize the importance of DS activities.

Pedagogy and the use of education technology

• Some studies have shown that teaching through play and practical activities helps to improve the knowledge and learning outcome of students (Dicheva et al., 2015 ).
• Interactive classrooms can help the instructors to deliver their lecture in a more effective way by using virtual white board, digital textbooks, and data over network(Abut & Ozturk, 1997 ). We suggest that in order to follow the new concept of smart classroom, instructors should use the experience of Yau and Karim ( 2003 ) which benefits in cooperative learning among students and can also be adopted in DSE.
• The instructors also need to update themselves with full spectrum of technology in education, in general, and for DSE, in particular. This is becoming more imperative as during COVID the world is relying strongly on the use of technology, particularly in education sector.

Periodic Curriculum Revision

• There is also a need to revisit the existing series of courses periodically, so that they are able to offer the following benefits: (a) include the modern day database system concepts; (b) can be offered as a specialization track; (c) a specialized undergraduate degree program may also be designed.

DSE: Way forward

This research combines a significant work done on DSE at one place, thus providing a point to find better ways forward in order to improvise different possible dimensions for improving the teaching process of a database system course in future. This section discusses technology, methods, and modifications in curriculum would most impact the delivery of lectures in coming years.

Several tools have already been developed for effective teaching and learning in database systems. However, there is a great room for developing new tools. Recent rise of the notion of “serious games” is marking its success in several domains. Majority of the research work discussed in this review revolves around web-based tools. The success of serious games invites researchers to explore this new paradigm of developing useful tools for learning and practice database systems concepts.

Likewise, due to COVID-19 the world is setting up new norms, which are expected to affect the methods of teaching as well. This invites the researchers to design, develop, and test flexible tools for online teaching in a more interactive manner. At the same time, it is also imperative to devise new techniques for assessments, especially conducting online exams at massive scale. Moreover, the researchers can implement the idea of instructional design in web-based teaching in which an online classroom can be designed around the learners’ unique backgrounds and effectively delivering the concepts that are considered to be highly important by the instructors.

The teaching, learning and assessment methods discussed in this study can help the instructors to improve their methods in order to teach the database system course in a better way. It is noticed that only 16% of authors have the assessment methods as their focus of study, which clearly highlights that there is still plenty of work needed to be done in this particular domain. Assessment techniques in the database course will help the learners to learn from their mistakes. Also, instructors must realize that there is a massive gap between database theory and practice which can only be reduced with maximum practice and real world database projects.

Similarly, the technology is continuously influencing the development and expansion of modern education, whereas the instructors’ abilities to teach using online platforms are critical to the quality of online education.

In the same way, the ideas like flipped classroom in which students have to prepare the lesson prior to the class can be implemented on web-based teaching. This ensures that the class time can be used for further discussion of the lesson, share ideas and allow students to interact in a dynamic learning environment.

The increasing impact of big data systems, and data science and its anticipated impact on the job market invites the researchers to revisit the fundamental course of database systems as well. There is a need to extend the boundaries of existing contents by including the concepts related to distributed big data systems data storage, processing, and transaction management, with possible glimpse of modern tools and technologies.

As a whole, an interesting and long term extension is to establish a generic and comprehensive framework that engages all the stakeholders with the support of technology to make the teaching, learning, practicing, and assessing easier and more effective.

This SLR presents review on the research work published in the area of database system education, with particular focus on teaching the first course in database systems. The study was carried out by systematically selecting research papers published between 1995 and 2021. Based on the study, a high level categorization presents a taxonomy of the published under the heads of Tools, Methods, and Curriculum. All the selected articles were evaluated on the basis of a quality criteria. Several methods have been developed to effectively teach the database course. These methods focus on improving learning experience, improve student satisfaction, improve students’ course performance, or support the instructors. Similarly, many tools have been developed, whereby some tools are topic based, while others are general purpose tools that apply for whole course. Similarly, the curriculum development activities have also been discussed, where some guidelines provided by ACM/IEEE along with certain standards have been discussed. Apart from this, the evolution in these three areas has also been presented which shows that the researchers have been presenting many different teaching methods throughout the selected period; however, there is a decrease in research articles that address the curriculum and tools in the past five years. Besides, some guidelines for the instructors have also been shared. Also, this SLR proposes a way forward in DSE by emphasizing on the tools: that need to be developed to facilitate instructors and students especially post Covid-19 era, methods: to be adopted by the instructors to close the gap between the theory and practical, Database curricula update after the introduction of emerging technologies such as big data and data science. We also urge that the recognized publication venues for database research including VLDB, ICDM, EDBT should also consider publishing articles related to DSE. The study also highlights the importance of reviving the curricula, tools, and methodologies to cater for recent advancements in the field of database systems.

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'all of us' research project diversifies the storehouse of genetic knowledge.

Results from a DNA sequencer used in the Human Genome Project. National Human Genome Research Institute hide caption

Results from a DNA sequencer used in the Human Genome Project.

A big federal research project aimed at reducing racial disparities in genetic research has unveiled the program's first major trove of results.

"This is a huge deal," says Dr. Joshua Denny , who runs the All of Us program at the National Institutes of Health. "The sheer quantify of genetic data in a really diverse population for the first time creates a powerful foundation for researchers to make discoveries that will be relevant to everyone."

The goal of the $3.1 billion program is to solve a long-standing problem in genetic research: Most of the people who donate their DNA to help find better genetic tests and precision drugs are white.

"Most research has not been representative of our country or the world," Denny says. "Most research has focused on people of European genetic ancestry or would be self-identified as white. And that means there's a real inequity in past research."

For example, researchers "don't understand how drugs work well in certain populations. We don't understand the causes of disease for many people," Denny says. "Our project is to really correct some of those past inequities so we can really understand how we can improve health for everyone."

But the project has also stirred up debate about whether the program is perpetuating misconceptions about the importance of genetics in health and the validity of race as a biological category.

New genetic variations discovered

Ultimately, the project aims to collect detailed health information from more than 1 million people in the U.S., including samples of their DNA.

In a series of papers published in February in the journals Nature , Nature Medicine , and Communications Biology , the program released the genetic sequences from 245,000 volunteers and some analysis of those data.

"What's really exciting about this is that nearly half of those participants are of diverse race or ethnicity," Denny says, adding that researchers found a wealth of genetic diversity.

"We found more than a billion genetic points of variation in those genomes; 275 million variants that we found have never been seen before," Denny says.

"Most of that variation won't have an impact on health. But some of it will. And we will have the power to start uncovering those differences about health that will be relevant really maybe for the first time to all populations," he says, including new genetic variations that play a role in the risk for diabetes .

Shots - Health News

Researchers gather health data for 'all of us'.

But one concern is that this kind of research may contribute to a misleading idea that genetics is a major factor — maybe even the most important factor — in health, critics say.

"Any effort to combat inequality and health disparities in society, I think, is a good one," says James Tabery , a bioethicist at the University of Utah. "But when we're talking about health disparities — whether it's black babies at two or more times the risk of infant mortality than white babies, or sky-high rates of diabetes in indigenous communities, higher rates of asthma in Hispanic communities — we know where the causes of those problem are. And those are in our environment, not in our genomes."

Race is a social construct, not a genetic one

Some also worry that instead of helping alleviate racial and ethnic disparities, the project could backfire — by inadvertently reinforcing the false idea that racial differences are based on genetics. In fact, race is a social category, not a biological one.

"If you put forward the idea that different racial groups need their own genetics projects in order to understand their biology you've basically accepted one of the tenants of scientific racism — that races are sufficiently genetically distinct from each other as to be distinct biological entities," says Michael Eisen , a professor of molecular and cell biology at the University of California, Berkeley. "The project itself is, I think, unintentionally but nonetheless really bolstering one of the false tenants of scientific racism."

While Nathaniel Comfort, a medical historian at Johns Hopkins, supports the All of Us program, he also worries it could give misconceptions about genetic differences between races "the cultural authority of science."

Denny disputes those criticisms. He notes the program is collecting detailed non-genetic data too.

"It really is about lifestyle, the environment, and behaviors, as well as genetics," Denny says. "It's about ZIP code and genetic code — and all the factors that go in between."

And while genes don't explain all health problems, genetic variations associated with a person's race can play an important role worth exploring equally, he says.

"Having diverse population is really important because genetic variations do differ by population," Denny says. "If we don't look at everyone, we won't understand how to treat well any individual in front of us."

• diversity in medicine
• human genome
• genetic research

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Title: here comes the ai worm: unleashing zero-click worms that target genai-powered applications.

Abstract: In the past year, numerous companies have incorporated Generative AI (GenAI) capabilities into new and existing applications, forming interconnected Generative AI (GenAI) ecosystems consisting of semi/fully autonomous agents powered by GenAI services. While ongoing research highlighted risks associated with the GenAI layer of agents (e.g., dialog poisoning, membership inference, prompt leaking, jailbreaking), a critical question emerges: Can attackers develop malware to exploit the GenAI component of an agent and launch cyber-attacks on the entire GenAI ecosystem? This paper introduces Morris II, the first worm designed to target GenAI ecosystems through the use of adversarial self-replicating prompts. The study demonstrates that attackers can insert such prompts into inputs that, when processed by GenAI models, prompt the model to replicate the input as output (replication), engaging in malicious activities (payload). Additionally, these inputs compel the agent to deliver them (propagate) to new agents by exploiting the connectivity within the GenAI ecosystem. We demonstrate the application of Morris II against GenAIpowered email assistants in two use cases (spamming and exfiltrating personal data), under two settings (black-box and white-box accesses), using two types of input data (text and images). The worm is tested against three different GenAI models (Gemini Pro, ChatGPT 4.0, and LLaVA), and various factors (e.g., propagation rate, replication, malicious activity) influencing the performance of the worm are evaluated.

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