Developing an Education Framework for MIS Professionals Aiming at Social Impact: A Systematic Review and Design-Oriented Synthesis

Abstract

This study develops the Socio-Technical Impact (ST-Impact) model, a sustainability-oriented curriculum design framework for management information systems (MIS) education, aimed at preparing future professionals to design and govern digital systems in socially and environmentally responsible ways. The rapid diffusion of emerging technologies, particularly generative AI, has intensified the need for MIS professionals who can integrate technical competence with social responsibility, ethical reasoning, responsible digital design, and public-value-oriented problem solving—competencies that remain unevenly addressed in existing MIS curricula. To address this gap, the study adopts a design science research approach, conducting a systematic review, reported in accordance with PRISMA 2020, and a design-oriented narrative synthesis of 120 international studies published between 2010 and 2025. Learning activities, student-produced artifacts, and assessment mechanisms were extracted as curriculum design units, while governance-related indicators were coded according to stakeholder requirements, accountability, equity, accessibility, privacy, safety, explainability, and sustainability. The resulting ST-Impact model comprises six iterative modules and a three-layer evaluation system. Its design coherence and practical plausibility are examined through an evidence-to-model traceability mapping, an illustrative comparative analysis of publicly visible curriculum structures, and an adaptable 15-week syllabus architecture. By translating abstract concepts of societal impact, responsible digital design, and digital sustainability into actionable curriculum design elements, this study contributes a literature-grounded foundation for future empirical validation in MIS education.