ISEDJ

Abstract: Digital twins (DTs)—dynamic digital representations of physical systems—are increasingly used in organizational contexts to support monitoring, simulation, and data-driven decision-making. Despite their growing relevance, digital twin concepts remain underrepresented in undergraduate Information Systems (IS) curricula, limiting students’ opportunities to develop integrated competencies in systems thinking, data integration, digital infrastructure, and governance. This paper proposes a structured instructional framework for integrating digital twin education into undergraduate IS programs, grounded in both the IS 2010 Curriculum Guidelines and the IS 2020 Competency Model. The framework emphasizes (1) clearly defined student learning outcomes aligned with IS competencies, (2) foundational instruction in digital twin architecture and system integration, and (3) experiential learning through hands-on laboratories and project-based activities supported by affordable and scalable learning kits. A comparative taxonomy of commonly used digital twin platforms is presented to assist educators in selecting instructional tools aligned with curricular goals and resource constraints. An illustrative classroom implementation demonstrates how digital twin learning artifacts can support experiential learning while reinforcing core IS competencies in data management, systems integration, human-centered decision-making, and governance. The paper concludes by discussing educational implications and future directions for integrating digital twins into undergraduate IS education.

Download this article: ISEDJ - V24 N5 Page 49.pdf

Recommended Citation: Bajracharya, B., Uddin, M., (2026). Digital Twins as Integrative Learning Artifacts in Systems Education. Information Systems Education Journal 24(5) pp 49-60. https://doi.org/10.62273/NIAA9493