Dataset: Perceived Readiness for Practice in Software Architecture Education: An Empirical Study in a Cloud-Based Course

Preparing students to apply Software Architecture knowledge in professional contexts remains a significant challenge in Software Engineering Education. Although educational approaches have increasingly sought to bridge theory and practice, students may recognize the relevance of architectural knowledge without feeling prepared to apply it in realistic professional settings. This paper reports an empirical study conducted in the context of an undergraduate Software Architecture course focused on cloud-based solutions. Following the course, 119 students completed a post-course questionnaire investigating their perceptions of the course, their perceived readiness for professional practice, and opportunities for improvement. In this study, perceived readiness is the phenomenon under investigation and is not interpreted as an objective measure of professional competence. Quantitative responses were analyzed using descriptive statistics, while open-ended responses were analyzed through thematic coding. The results show that students strongly recognize the relevance of Software Architecture and the value of theory-practice integration, yet report lower perceived readiness to solve architectural problems and apply cloud architecture concepts in realistic professional scenarios. Qualitative findings reinforce this pattern by highlighting the need for more authentic practical activities, guided exercises, real-world cases, and continuous feedback. These findings suggest that promoting theory-practice integration alone may not be sufficient to strengthen students' perceived readiness for professional practice. This study contributes empirical evidence that positive perceptions of a Software Architecture course do not necessarily translate into perceived readiness for professional practice. It also discusses instructional strategies to better support students' transition from learning architectural concepts to applying them in professional contexts.