## 6 Discussion
The cycle of reflection and adaptation created a feedback loop that continually improved both the teaching and learning processes. The reflective journals reveal a well-rounded student experience, characterized by both challenges and achievements. Students demonstrated significant growth in their technical knowledge, particularly in applying MACH principles and agile methodologies. However, they also highlighted areas for improvement, such as better preparatory resources and clearer initial guidance on project expectations. The responses indicate that the course successfully simulated real-world software development environments, fostering critical skills such as collaboration, adaptability, and innovative problem-solving. These qualitative findings align with the course's quantitative results, reinforcing the overall effectiveness of the agile, hands-on approach. The integration of agile methodologies into educational contexts has been increasingly recognized for its potential to improve learning outcomes and align academic practices with industry demands. A comprehensive review demonstrating that agile frameworks, such as Scrum, facilitate active learning by promoting iterative processes and team-based problem-solving [48]. Our study reinforces these findings, showcasing how the use of Scrum sprints in teaching MACH principles enhances student engagement and prepares them for real-world scenarios. The application of agile methodologies in educational settings, emphasizing their adaptability to diverse learning environments, was proven earlier [49]. This aligns with our research, where the iterative cycles of agile sprints allowed students to navigate the complexities of MACH architecture through structured yet flexible learning activities. Their emphasis on adaptability mirrors the agility we observed in student teams as they tackled increasingly complex tasks across the sprints. Further, researchers highlighted how agile methodologies can foster competencies related to sustainability and innovation. This perspective aligns with our findings, as students demonstrated not only technical proficiency, but also an enhanced ability to collaborate, iterate, and respond to evolving project requirements. The development of a blockchain-based NFT platform during our course exemplifies this intersection of innovative thinking and agile application [50]. Finally, effectiveness of agile learning in online collaborative environments, focusing on strategies to improve team regulation and project management, was also studied. While our study was conducted in a traditional classroom setting, the collaborative dynamics observed among student teams echo their findings. Agile principles, such as daily stand-ups and sprint retrospectives, cultivated an environment of accountability and iterative improvement, critical for managing the complexities of MACH-based projects. These studies collectively underscore the transformative potential of agile methodologies in education. They highlight how iterative frameworks such as Scrum can bridge the gap between theoretical learning and practical application, equipping students with the skills and mindset needed to thrive in a rapidly evolving technological landscape. By integrating agile methodologies with MACH principles, our research contributes to this growing body of evidence, demonstrating the effectiveness of agile frameworks in fostering technical and collaborative competencies in higher education. A key limitation of this study lies in the absence of a comprehensive final evaluation framework to measure the overall impact of the course and its methodologies on student outcomes. As the course was implemented for the first time, the focus was understandably placed on refining the delivery and ensuring that students effectively engaged with the new content.