SAUDI NATIONAL ALIGNMENT · CPIT-455 · 28 SEPTEMBER 2026

National reference points.
Evidence of student capability.

Jaheziah focuses attention on learning outcomes. The NELC framework guides the design of AI-supported learning. Here we show how both reference points translate into work that can be reviewed in every chapter.

Evidence across nine chapters Sources and alignment scope

COURSE SPECIFICATION · ETEC T-104

Course specification

CPIT-455 Software Engineering (II), which corresponds to IT 456 Dependable Systems in the revised IT program plan, presented in the sections of the ETEC course specification template, with the iSCARB teaching and assessment framework mapped to each section. Open the course specification.

USE OF GENERATIVE AI · FCIT POLICY

Use of Generative AI

The course follows the FCIT Generative AI Policy Guide for Course Syllabus of the Faculty of Computing and Information Technology and adopts its Option C, Mixed Approach. Each assessment has its own permitted level: the examinations and the in-class check are AI-Free; Part A of Assignments 6–9 is AI-Free; the Python build and the work after commitment are AI-Assisted, as stated on each assignment page; no assessment is AI-Integrated. Students declare any AI use, and use beyond the permitted level may be treated as academic misconduct. The AI level of every assessment.

Jaheziah · Learning outcomes

NELC · Learning design

National belonging and digital awareness

In the week from 25 October 2026, each section gives ten minutes at the start of one lecture to the four themes set by the university: the Kingdom's standing and the blessing of security; unity, trust in the leadership and appreciation of those who protect the country; digital awareness and responsibility in publishing; and the student's role in awareness and reassurance. In this course the activity uses the course's own reasoning: a message is treated as a claim and checked with FIT, EVIDENCE, BOUND and ACT before it is shared, and a vulnerability is reported through the official channel rather than published. The activity and the lecturer's plan are on the activity page (in Arabic).

01 · Jaheziah

What can the learner do independently?

Chapter concepts build knowledge. Applying them develops skills. Decision boundaries and accountability demonstrate values. Each chapter specifies evidence and a review criterion while retaining its existing objectives and assignments.

Knowledge

Explain an engineering concept from its source and distinguish it from a related concept.

Skills

Apply the concept to the case and produce an inspectable calculation, test or contract.

Values and responsibility

Disclose assistance and limits, name the responsible owner, and revise judgment when evidence changes.

This proposed educational mapping supports readiness. It does not assign official Jaheziah specialization codes or exam weights; those require the approved program crosswalk. Practice questions are authored for this course, not taken from the Jaheziah examination.

02 · NELC · September 2026 framework

Five principles translated into design decisions

Learning first

The five objectives and named readings come before the choice of AI assistance.

Evidence: chapter map + source review

Clear educational value

AI supports critique of an alternative or examination of an assumption tied to the chapter concept.

Evidence: chapter-specific AI challenge; assistance is optional unless assigned

Human-centered design

The learner produces the attempt and argument; the instructor verifies and retains judgment.

Evidence: independent attempt + explanation + human review

Responsible design

Use non-sensitive teaching inputs, disclose assistance and check claims independently.

Evidence: AI-use gate + source + claim boundaries

Evidence-based improvement

Review the quality of reasoning and revision, then adjust teaching when misconceptions appear.

Evidence: initial and revised decisions + rubric + feedback

Six stages and where to find their evidence

Stage	Application in iSCARB	Evidence location
1 · Define	Five fixed objectives, the chapter learning need and the required evidence.	Chapter map and objectives
2 · Design	One case, a mechanism explanation, three stations and source review.	Lecture and readings
3 · Enhance	Critique, alternatives or simulation with a defined learning purpose.	AI lens and application challenge
4 · Assign roles	The learner explains and decides; AI assists; the instructor designs and reviews.	Disclosure, decision owner and reviewer
5 · Evaluate	Commit an initial argument before STRESS, then justify REFIT.	Mastery v2 + rubric + independent verification
6 · Verify and improve	Review the error type and evidence before changing the activity or support.	Evaluation and improvement plan below

These pages and activities are designed with reference to the framework. Their presence does not establish educational impact; the instructor checks independent performance and retains final judgment. This site does not call an AI service or provide AI grading.

Two reference slides inside every lecture

Open “Jaheziah readiness” or “NELC alignment” from the lecture toolbar. Each opens a full reference slide for classroom use. “Return to lecture” restores your position. The twenty scientific slides keep their order, alongside the twenty iSCARB rules, objectives and assignments.

Restored vector diagrams preserve the relationships in the original source figures. Detailed explanations, required readings and source links remain available.

9 CHAPTERS · OBSERVABLE EVIDENCE

Connect each chapter to the required work

CH 10