Abstract

Engagement in agile software development teams has given the challenges faced by teams working in dynamic and collaborative environments. This discussion is particularly important for the field of Information Systems (IS), which relies on human-centered, adaptive, and team-based approaches to deliver value through technology. Literature has shown that factors such as organizational culture, leadership styles, interpersonal communication, cultural diversity, and role clarity significantly influence team members' level of engagement. In agile governance contexts—where autonomy, collaboration, and rapid adaptation are essential (Luna, 2015)—sustaining long-term engagement remains a complex task. Furthermore, current work trends, such as distributed teams, hybrid models, and a growing emphasis on soft skills, demand more integrated approaches, often beginning in learning environments such as STEM (Science, Technology, Engineering, and Mathematics) programs. Studies in IS education have shown that team-based projects can enhance learning outcomes, but little research has focused on the impact of cultural diversity within these teams. In this context, a study was conducted to investigate the perception of engagement within software development teams participating in a STEM program. The program involved multicultural and monocultural teams composed of students acting as developers, mentors, and community partners over four months, addressing real-world problems with social impact. The research aimed to understand how engagement was perceived, and which factors were considered essential for maintaining active participation. The findings revealed that the teams differ in their perception of engagement: for multicultural teams, the thematic analysis highlighted categories such as cultural diversity in communication, mutual learning and openness, team cohesion and critical reflection on culture, and for monocultural teams were categorized into communication and shared understanding, team bonding and cohesion, commitment to common goals, for example. Within this broader discussion, the following research question emerges: How can we address the challenges of engagement in agile teams? Answering this question requires a multifaceted approach—ranging from onboarding and trust-building strategies to the promotion of continuous feedback and progressive autonomy. The study’s findings suggest that learning environments can serve as experimentation fields for developing socio-emotional skills and engagement practices, contributing to the preparation of professionals better equipped to face the collaborative demands of the tech industry.

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