For many years, educational software has often been viewed as a product to be sold to universities. However, this approach reveals clear limitations: universities become mere customers, while software companies focus only on short-term profit. What is needed now is a mindset shift — universities should not be seen merely as potential buyers, but as the cradle of future digital talent.
Integrating software into teaching materials not only creates immediate value in the classroom but also helps companies reduce user training costs later on. Graduates who have been familiar with the platform during their studies already develop user behavior early, enabling enterprises to access a digitally skilled workforce upon recruitment.
Short-Term Benefits: Modern Tools for Teaching and Learning
When software becomes part of the learning materials, both lecturers and students gain direct access to modern tools. Classrooms become more dynamic through real-time feedback systems, adaptive learning platforms, and online collaboration tools that allow group work anytime, anywhere (MindpathTech, 2023; Rocket.Chat, 2023). Administrative tasks such as attendance tracking, student data management, and automatic grading are also digitized, allowing educators to focus more on teaching and individual mentoring (IITMS, 2023; Eself, 2023).
A clear example can be found in business schools using ERP or CRM software as part of their curriculum. Instead of merely learning management theories, students get hands-on experience with real systems, understanding how financial, HR, and sales processes interconnect. This approach not only makes learning more engaging but also ensures students are “job-ready” upon graduation.
Long-Term Benefits: Shaping Digital Behavior and Reducing Training Costs
The most significant impact of integrating software into teaching lies in its long-term benefits. Students gradually become immersed in digital ecosystems throughout their studies, building strong digital capabilities — from data analysis and online teamwork to problem-solving in virtual environments (Walden University, 2024). For employers, this means lower retraining costs since graduates have already been “trained” during their academic journey.
This represents a dual investment strategy: universities gain access to modern teaching resources to enhance quality, while software companies build a base of familiar, loyal, and skilled users — eliminating the need for costly user re-education. In the long run, such relationships can evolve into collaborative research, professional certification programs, and product testing directly within universities (Explorance, 2023; 21K School, 2023).
Lessons from Practice: Collaboration Instead of Transaction
Globally, many tech giants have chosen to integrate their products into schools as part of educational materials rather than merely selling licenses. Microsoft’s Office 365 for Education, Google’s Workspace for Education, and Adobe’s Creative Cloud for Students are all clear examples. These tools not only support learning but also foster sustainable user habits, ensuring students remain within those technology ecosystems when they enter the workforce.
In Vietnam, some universities have started collaborating with software companies to incorporate applications for sales management, data analytics, and digital accounting into their teaching. When students practice directly on these platforms, businesses not only promote their products but also seed digital habits among future users.
Case Study: The IDAP Project
The Inclusive Digital Acceleration Program (IDAP) has turned this concept into practice by connecting software companies with the Thai Nguyen University branch in Lao Cai. Through this partnership, several companies have sponsored software, digital learning materials, and platforms for direct use in teaching.
Some notable examples include:
- EzCloud Global provided its smart hotel booking and management platform, along with an open online learning library (https://academy.ezcloud.vn/), allowing students to study digital operations in tourism and hospitality.
- Vinno – SlimCRM offered free access to learning materials on customer data management, online sales, and AI-integrated marketing, enabling students to work with real business scenarios.
- ACMan supplied accounting software for enterprises, cooperatives, and household businesses, granting full-featured accounts to lecturers and demo versions for students — complete with professional textbooks for hands-on learning.
- Sapo introduced sales management, CRM, and e-invoicing software — essential skills for SMEs.
- Fchat sponsored chatbot software and domains for students, transferred technology, implemented an e-learning platform, and accepted interns.
These examples illustrate a shift in mindset: software companies are no longer just “vendors” but co-creators of digital learning experiences with universities. Students no longer learn from theory alone, but from the very tools they will use after graduation.
To fully leverage these benefits, universities should open their doors and encourage collaboration with software firms in developing digital learning materials. Rather than fearing “commercialization,” institutions can view this as a resource-sharing opportunity: teachers gain better tools, students gain practical experience, and companies engage with young users. More importantly, this creates a foundation for a sustainable ecosystem where education and technology advance together.
Turning software into part of university teaching materials not only brings immediate classroom benefits but also generates long-term value for businesses and society. This is not merely about selling products — it is a strategy for early digital workforce development. When digital habits are formed during the learning process, businesses save on training, and graduates become truly “work-ready from day one.”
That is where educational and market interests meet.
© Copyright belongs to KisStartup. Content developed within the IDAP project – Inclusive Digital Transformation Ecosystem Enhancement Program. Any reproduction, quotation, or reuse must cite KisStartup/IDAP as the source.
References
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