Giving students and lecturers a clearer view of the academic system
Institut Teknologi Bandung (ITB) is one of Indonesia’s leading state universities. Founded in Bandung, West Java, ITB aims to build a globally respected institution while advancing education, research, science, technology, and art across Indonesia and the wider Asian region.
That ambition depends partly on how clearly students and lecturers can understand the academic opportunities available to them. ITB’s existing SIX platform contained important information, but it was limited in how it presented study programs and curriculum options.
Suitmedia partnered with ITB to design and develop a more flexible academic information platform. The new experience was intended to connect with SIX in real time, present academic programs more clearly, and help students explore options such as minors, double majors, cross-listed courses, and multidisciplinary study.
A rigid academic platform was limiting informed choice
1. Students could see too little of the academic landscape
The existing SIX platform primarily showed students information about the study program in which they were already enrolled. This supported basic academic administration, but it did not give students a broader view of the opportunities available across ITB.
A student considering a minor, double major, or multidisciplinary course could not easily explore those options from one place. They might need to search through separate sources, ask a faculty member, or rely on informal information from other students.
This limited the quality of academic decision-making. Students could only consider options they knew existed, and unfamiliar opportunities remained difficult to discover.
2. The curriculum was evolving faster than the interface
ITB’s academic ambitions included more cross-disciplinary and flexible forms of study. But a rigid platform can make a changing curriculum appear fixed.
When a system is structured only around established study programs, it becomes difficult to represent courses that cross departments, programs, or faculties. The platform may technically contain relevant information, but users cannot see the connections.
ITB needed a digital structure that could reflect the academic system as it developed, not only as it had been organized in the past.
3. Information structure was difficult to understand
Students and lecturers faced an unintuitive structure when trying to navigate program information.
Academic information can already be complex. It may include course requirements, schedules, prerequisites, credits, program combinations, and selection rules. If that information is arranged around internal administrative structures rather than user questions, it becomes harder to interpret.
The platform needed to make the system easier to understand without removing the detail required for academic planning.
4. Students needed to compare options, not only view one program
Academic decisions often involve comparison. Students may want to assess different study paths, understand how a course fits into another program, or explore what is required for a double major.
A platform that shows only one enrolled program does not support this kind of thinking. It turns the academic experience into a narrow administrative record rather than a tool for planning.
The new platform needed to help users move across program boundaries and understand how options related to one another.
5. Lecturers also needed a clearer communication tool
The platform was not only for students. Lecturers and academic staff needed a reliable way to understand and communicate program information.
If students and faculty work from different sources or interpretations, questions multiply. Students may receive inconsistent guidance, while lecturers may spend time clarifying information that should already be visible.
A shared platform could give both groups access to the same current information, improving transparency and reducing avoidable communication gaps.
6. Manual updates created an administrative burden
ITB wanted the new platform to integrate with the existing SIX system and synchronize information in real time.
Without integration, staff would need to update academic program information manually in more than one place. This increases the risk of inconsistent schedules, outdated requirements, or conflicting versions of the same information.
Manual updates also consume time that could be used for academic planning and student support. A connected system would improve both accuracy and administrative efficiency.
7. Search needed to match how users explore academic programs
Students may search by program, course, faculty, interest area, or academic goal. They may not know the exact title of a course or understand how ITB categorizes it internally.
The platform needed to support different ways of finding information. Search and filters had to reflect how users think about academic choices rather than only how the database stores them.
This was important for discovery. A course that is technically available but practically impossible to find has little value to students.
8. The system had to accommodate future curriculum changes
Academic programs change. New courses are added, requirements evolve, and interdisciplinary opportunities develop.
ITB needed a platform that could support those changes without requiring a complete redesign every time the curriculum was updated.
The technical and design foundation therefore had to be flexible. It needed to help the university communicate change rather than make change more difficult to manage.
9. Academic transparency had become a strategic requirement
Students need to understand what they can study, what each option requires, and how choices affect their academic path.
Greater transparency can improve planning and reduce uncertainty. It also supports ITB’s wider ambition to offer a more modern and internationally respected academic experience.
The platform needed to make information more visible while preserving the accuracy and governance expected from a major university.
Designing the platform around exploration, comparison, and confidence
1. Begin with research into user needs
Suitmedia’s approach began with user research to understand how students and lecturers accessed academic program information.
The purpose was to identify what users needed to know, where they became confused, and how they currently navigated between study programs, courses, and requirements.
This created a foundation for design decisions based on real behavior. Instead of assuming that a technically complete database would be understandable, the team focused on how people actually made academic decisions.
2. Map the user journey before designing screens
The team analyzed the steps users might take when exploring academic options.
A student might begin with a broad interest, search for relevant programs, compare requirements, inspect available courses, and determine whether a path such as a minor or double major was possible.
A lecturer might need to review program information, confirm course relationships, or explain options to a student. Mapping these journeys helped identify the screens, filters, and information relationships the platform needed.
3. Create a central platform for academic information
The new platform was designed as a structured access point for curriculum and program information.
It was not intended to replace SIX as the source of academic data. Instead, it used SIX as a connected source while presenting the information in a more accessible and visually understandable form.
This separation allowed ITB to preserve existing academic systems while improving how students and lecturers interacted with the information.
4. Use a modular interface to reduce navigation effort
Suitmedia designed a modular UI structure so users could move across program categories more easily.
Modularity helped organize different academic areas without making the platform feel like one long page or a collection of disconnected sections.
It also created flexibility. New program types or academic structures could be incorporated into the platform without disrupting the entire navigation system.
5. Present program information in a consistent format
Academic programs needed to be presented with a consistent structure so users could compare them more easily.
Important details such as requirements, schedules, course relationships, and selection processes could be organized in predictable locations.
Consistency reduced the learning effort required to understand each new program. Students could focus on the differences between options rather than figuring out how each page worked.
6. Make cross-disciplinary opportunities visible
One of the platform’s important roles was to expose options such as minors, double majors, cross-listed courses, and multidisciplinary programs.
These opportunities are often difficult to discover when academic information is separated by faculty or department. The platform needed to show how programs and courses connected across those boundaries.
This made the academic ecosystem more transparent. Students could see that their options extended beyond the program they had initially chosen.
7. Automate cross-listed course information
Cross-listed courses and multidisciplinary options were designed to be presented automatically through the connected system.
Automation reduced the risk that users would see outdated or incomplete relationships between programs and courses.
It also reduced administrative work. Staff did not need to manually recreate the same course information across multiple academic views every time a relationship changed.
8. Add search and filtering for faster discovery
Search and filter functions helped users narrow the academic information available to them.
Students could explore by program, course, category, or other relevant criteria rather than browsing the entire university structure.
This was especially important for users who arrived with a general question rather than an exact course title. Filters gave them a way to move from a broad interest to a manageable set of options.
9. Use the platform to support informed academic decisions
The website was designed to give users enough information to evaluate academic paths before taking action.
Students could review program details, requirements, schedules, and related courses. Lecturers could use the same information to guide conversations and answer questions.
The platform therefore supported a more informed relationship between students and the university. Users were not forced to rely on incomplete information or informal explanations.
10. Integrate directly with the SIX backend
The platform was designed to synchronize information from the existing SIX system.
This helped ensure that users received current academic data without requiring staff to update the same information manually in multiple systems.
Real-time integration also reduced the risk of discrepancies. When schedules or requirements changed in SIX, the platform could reflect those changes more reliably.
11. Use a modern technical foundation
The backend integration used Laravel 10 and PHP 8.3, with MySQL 8.0 or PostgreSQL 12 considered for database management.
The frontend used Nuxt.js with HTML5 markup to deliver a modern and responsive experience.
The technical choices supported the platform’s need for maintainability, structured data access, and a smooth interface. More importantly, the architecture was selected to support the academic use cases rather than simply to follow a technology trend.
12. Adopt a headless frontend approach
A headless frontend separated the presentation layer from the data and content systems behind it.
This gave ITB greater flexibility to improve the user experience without requiring the underlying academic system to change every time the interface evolved.
The approach also made it easier to support different devices and future digital channels. The same academic information could be presented through experiences designed for different user contexts.
13. Prepare for future curriculum changes through modular architecture
A microservices-based architecture was proposed to make the platform more adaptable as ITB’s curriculum changed.
Modular services allow different parts of the platform to evolve without requiring a complete system rewrite. A new academic feature can be introduced or updated within a defined area of the system.
This protected the investment over time. ITB could continue developing its academic offering without allowing technology constraints to slow down change.
14. Use usability testing to identify real friction
The platform was tested with end users to evaluate navigation, information clarity, and the usefulness of the main flows.
Testing was particularly important because academic structures can feel obvious to internal teams but confusing to students.
User feedback helped refine the design before deployment. It ensured that the final experience reflected how people understood academic information, not just how ITB organized it internally.
15. Test performance and security before deployment
The platform underwent performance and security testing before being deployed.
This was essential because academic information needs to be reliable and accessible, while system access and data connections need to be protected.
Testing helped confirm that the platform could perform under expected use and interact with the SIX system without creating new risks.
16. Train ITB staff to manage the platform
Training sessions were provided for ITB staff so they could manage the platform effectively.
This supported long-term independence. Staff needed to understand how to maintain the system, monitor its operation, and respond to future changes.
Training also helped protect the quality of the user experience after launch. A well-designed platform can deteriorate if internal teams do not have the knowledge to manage it consistently.
17. Make the interface appropriate for academic use
The design needed to feel modern and visually engaging, but it also had to communicate precision and seriousness.
Students and lecturers were making decisions involving programs, courses, requirements, and academic progress. The interface needed to support focus and confidence rather than create unnecessary visual distraction.
A strong academic design balances appeal with clarity. It makes information easier to approach while preserving the authority of the institution.
18. Build a platform that supports communication as well as access
The platform’s value extended beyond displaying data. It helped ITB communicate its academic opportunities more clearly.
When students can see cross-disciplinary options and understand selection processes, the university’s curriculum becomes easier to explore and discuss.
The platform created a more transparent relationship between ITB’s academic offering and the people considering or delivering it.
A connected platform made academic options easier to understand
1. ITB gained a more structured way to present its curriculum
The new platform organized academic program information in a more accessible and visually coherent format.
Students and lecturers could explore program options through a clearer structure rather than relying only on the rigid views previously available in SIX.
This improved the university’s ability to communicate its evolving academic offering.
2. Students could explore beyond their enrolled programs
The platform made it easier for students to discover minors, double majors, cross-listed courses, and multidisciplinary opportunities.
This expanded the academic choices visible to them. Students could consider paths they might not have known existed through the previous system.
The benefit was both practical and strategic. Greater visibility supported more informed planning and helped ITB present itself as an institution that encourages broader academic exploration.
3. Search and filters reduced the effort of discovery
Users could find relevant programs and courses more efficiently through improved search and filtering.
This reduced the need to browse through rigid categories or ask others for basic information.
The result was a more self-directed experience. Students and lecturers could answer more of their questions independently.
4. Real-time synchronization improved information confidence
Integration with SIX ensured that users could access current academic information without waiting for separate manual updates.
This reduced the risk of conflicting schedules, requirements, or program details appearing across systems.
Reliable information is essential for academic planning. Users need confidence that the platform reflects the current state of the curriculum.
5. The platform reduced administrative duplication
Because information was synchronized from SIX, ITB staff did not need to maintain the same academic details manually in multiple places.
This reduced administrative burden and freed time for higher-value academic support and system management.
It also improved consistency. Fewer manual update points meant fewer opportunities for records to diverge.
6. Cross-listed and multidisciplinary options became more visible
Automated presentation of cross-listed courses and related study opportunities helped make the curriculum feel more connected.
Students could see relationships between programs and courses that might otherwise remain hidden within separate faculty structures.
This supported ITB’s goal of communicating a more flexible and modern academic system.
7. The platform supported better conversations between students and lecturers
When both students and lecturers work from the same current information, academic discussions can begin from a stronger foundation.
Students can ask more specific questions, while lecturers can guide them using a shared view of programs and requirements.
The platform therefore improved communication, not only information retrieval.
8. The interface became more intuitive for academic users
The modular UI and clearer navigation reduced the effort required to move through the academic information system.
Users could recognize categories, find relevant details, and continue their journey without repeatedly interpreting unfamiliar structures.
This made the platform more approachable for users with different levels of technical confidence.
9. ITB created a stronger digital expression of its academic ambition
The platform helped ITB present itself as a modern institution with a flexible and interconnected academic offering.
A university’s digital tools influence how students and lecturers perceive its ability to support contemporary education.
The new platform aligned the user experience with ITB’s ambition to achieve global academic excellence and contribute to innovation across the region.
10. Automated administrative processes improved efficiency
The platform supported automation in areas such as program registration and information access.
This reduced manual steps and improved the speed of routine academic processes.
For users, the result was a more convenient experience. For ITB, it created a more manageable operating model.
11. The architecture could adapt to major curriculum changes
The modular and microservices-oriented approach helped the platform accommodate future changes in programs, courses, and academic structures.
ITB would not need to rebuild the entire system whenever the curriculum evolved.
This protected the platform’s long-term value and helped ensure that technology could support, rather than constrain, academic innovation.
12. The platform improved scalability and reliability
Performance and security testing, combined with a modern technical foundation, created a stronger basis for continued use.
The system was designed to support a broad academic community while preserving reliable access to important information.
Scalability was essential because the platform needed to serve students, lecturers, and other academic users over time.
13. ITB staff gained the ability to manage the platform
Training sessions helped internal staff understand how to operate and maintain the new system.
This reduced dependence on external support for routine platform management and created greater institutional ownership.
The result was a more sustainable digital capability, not merely a delivered software product.
14. The platform aligned academic service design with user expectations
Students increasingly expect digital services to be clear, searchable, responsive, and connected.
The new platform brought ITB’s academic information closer to those expectations while preserving the depth and seriousness of university processes.
This helped modernize the everyday experience of academic planning.
The deeper lesson: academic systems should help students see possibilities
1. Information access influences academic ambition
Students can only consider opportunities they know about and understand.
A platform that exposes cross-disciplinary programs, minors, and double majors can expand how students imagine their education.
Digital access is therefore connected to academic choice, not only administrative convenience.
2. Universities should organize information around decisions
Students do not think in database fields. They think about what they can study, what they need to complete, and where a course may lead.
Academic platforms become more useful when they reflect these questions rather than simply reproducing internal structures.
3. Real-time data is essential for academic trust
Schedules and requirements can change. Students need confidence that the information they use for planning is current.
Integration with a reliable source reduces the risk of outdated information and strengthens the credibility of the institution’s digital services.
4. Flexibility should be designed into the academic platform
Curricula evolve as disciplines, technology, and university priorities change.
Modular architecture allows the platform to adapt without requiring disruptive replacement. Flexibility protects both investment and academic innovation.
5. Search and filtering are tools for inclusion
Students with strong institutional knowledge may find information through informal channels. Others may not know whom to ask or what terms to use.
Better search and filters make academic opportunities more accessible to a wider range of students. They reduce dependence on personal networks and improve transparency.
6. Academic technology should support human guidance
A digital platform cannot replace lecturers or academic advisors. Its role is to make the information they use together clearer and more accessible.
When students arrive with better information, conversations with faculty can become more focused and productive.
7. Frontend quality affects institutional credibility
Students and lecturers may interpret a rigid or confusing system as evidence that the institution is difficult to navigate more broadly.
A clear interface communicates care and competence. It shows that ITB has considered how its academic community experiences the institution.
8. Sustainable platforms require internal ownership
Training and manageable architecture are essential to long-term success.
If internal teams can maintain the system, update information, and respond to change, the platform remains useful after the original implementation is complete.
Strategic Insights for the C-Suite
- Use academic platforms to expand informed choice. Students can only pursue opportunities they can discover and understand. Visibility into minors, double majors, and multidisciplinary study can shape academic ambition.
- Organize university information around decisions, not databases. Students and lecturers need clear answers about what they can study, what is required, and what happens next. Internal system structures should remain invisible to users.
- Treat data integration as a trust requirement. Academic planning depends on current schedules, requirements, and program information. Real-time synchronization reduces errors and strengthens confidence in institutional communication.
- Build curriculum platforms for change. Programs and academic structures evolve. Modular architecture, flexible services, and strong internal ownership help universities adapt without repeatedly replacing core systems.
- Measure digital modernization by reduced uncertainty. A successful academic platform helps users find options, understand requirements, complete registrations, and make better decisions with less administrative effort.
