  Semantic technologies are evolving and being applied in several research
areas, including the education domain. This paper presents the outcomes of a
systematic review carried out to provide an overview of the application of
semantic technologies in the context of the Computer Science curriculum and
discuss the limitations in this field whilst offering insights for future
research. A total of 4,510 studies were reviewed, and 37 were analysed and
reported. As a result, while semantic technologies have been increasingly used
to develop Computer Science curricula, the alignment of ontologies and accurate
curricula assessment appears to be the most significant limitations to the
widespread adoption of such technologies.
