Creating High-Quality K-12 Learning Environments for Informatics Education

Research consistently emphasizes the critical need to “start early” in informatics education. Young children possess a natural curiosity, and early exposure to computational thinking (CT) and computer science (CS) can effectively challenge stereotypes about who can excel in these fields (Ching, 2018; Scherer, 2019). An OECD working paper, “The State of the Field of Computational Thinking in Early Childhood Education” (Bers et al., 2022), underscores how CT fosters connections across traditional subjects and significantly supports cognitive and social development. It enhances crucial high-level skills such as abstraction, problem-solving, and critical thinking. However, it’s essential that educational initiatives designed for young learners are carefully aligned with their developmental stage. In the early primary years, children are developing foundational literacy and numeracy, characterized by shorter attention spans and working memory limitations. They are also beginning to engage in collaborative activities. Simultaneously, their innate curiosity drives them to explore the world through tactile experiences, experimentation, and creative expression (Bers, 2020, 2022; Su & Yang, 2023).

Despite the recognized importance, the “Informatics Education at School in Europe” Eurydice report from 2022 reveals that informatics is not yet widely established as a distinct subject in primary education across Europe (European Commission / EACEA / Eurydice, 2022). Many education systems postpone its introduction until later primary or lower-secondary levels. This observation is consistent with the “Digital Competence at School” Eurydice 2023 report (European Commission / EACEA / Eurydice, 2023), which advocates for earlier integration to effectively bolster digital competence development.

The academic consensus is strong: informatics teaching in primary education is vital. To create High-quality K-12 Learning Environments for this crucial subject, educators and policymakers must consider several key aspects.

In primary school settings, pedagogical approaches like pair programming (Wei et al., 2021) and game-based learning (Asbell-Clarke et al., 2021; Ching et al., 2018; Hooshyar et al., 2020; Israel-Fishelson & Hershkovitz, 2020) stand out as particularly effective strategies for engaging young students and fostering computational thinking skills within high-quality k-12 learning environments.

Advancing Informatics Education in Secondary Levels

As students progress to lower and upper secondary education, informatics education needs to evolve. It transitions from foundational concepts in lower-secondary to more specialized and adaptable methodologies in upper-secondary, reflecting the distinct goals of each educational stage. The 2022 Eurydice report, “Informatics Education at School in Europe,” provides a clear picture of this progression (European Commission / EACEA / Eurydice, 2022):

  • Lower-Secondary Education: Informatics is recognized as a separate discipline in 35 education systems. Roughly half of these offer it as a standalone, compulsory subject, usually across all grades. About a quarter integrate informatics into other compulsory subjects rather than teaching it separately.
  • Upper-Secondary Education: Informatics is almost universally taught as a distinct discipline. The majority of countries offer one or more informatics subjects—compulsory, optional, or both—in at least one grade. Integration of informatics into other subjects is less common at this level, indicating a move towards greater specialization and flexibility.

The 2023 “State of Computer Science Education in the U.S.A.” report (Code.org et al., 2023) emphasizes the critical nature of lower-secondary school. During this period, students develop greater independence and explore their interests and intellectual curiosities through a broader curriculum. Positive learning experiences in informatics at this stage are crucial to encourage continued engagement in upper-secondary education. Upper-secondary school provides opportunities for students to delve into computing projects with greater depth and creativity. Furthermore, offering course credits for graduation and college can significantly increase participation in CS courses.

Research highlights key strategies for high-quality k-12 learning environments in secondary informatics education (Kampylis et al., 2023):

The Growing Interplay of Informatics Education and Artificial Intelligence

Artificial Intelligence (AI) is a significant and expanding field within Computer Science, encompassing logic, reasoning, learning, perception, and ethics (Mustafa et al., 2024).

AI’s transformative impact on our world, including education, has spurred substantial policy responses. The 2019 Beijing Consensus on AI and Education (UNESCO, 2019), endorsed by numerous Education Ministers and UN representatives, set guidelines to ensure AI enhances teaching while protecting educators’ rights. Similarly, a Council of Europe analysis in 2019 explored AI’s educational implications, emphasizing human rights, democracy, and law, and advocating for universal AI literacy covering both technical and humanistic aspects (Holmes et al., 2022).

The European Commission’s Digital Competence Framework for Citizens (DigComp 2.2) updated in 2022, now includes the knowledge, skills, and attitudes needed for safe and critical interaction with AI-driven systems (Vuorikari et al., 2022). A European Schoolnet analysis (Cukurova et al., 2024) identified key domains for AI in education: developing AI for educational support, promoting ethical AI literacy, and adapting education for an AI-driven future. The European Digital Education Hub’s Squad on Artificial Intelligence in Education (2023a) categorizes teacher AI competencies into Teaching for AI, Teaching with AI, and Teaching about AI, each crucial for preparing students for an AI-integrated world.

For “teaching about AI,” the AI4K12 initiative’s “5 Big Ideas in AI” framework (Touretzky & Gardner-McCune, 2022) is widely adopted. Spain’s School of Computational Thinking and Artificial Intelligence initiative, based on this framework, implemented a large-scale AI literacy program (Moreno León et al., 2021), reaching 7,000 students and 300 teachers. This extensive study (Rizvi et al., 2023) showed improved AI understanding across pre-university levels, demonstrating the effectiveness of teacher training in AI education (Ayanwale et al., 2022).

A systematic review of K-12 AI curriculum implementations (Su et al., 2022) revealed improved student outcomes in AI concepts, including machine learning and deep learning, alongside increased interest and positive learning attitudes. Rizvi et al.’s (2023) analysis of 28 K-12 AI education studies supports these findings, noting the field’s ongoing development. UNESCO’s analysis of government AI curricula (Miao & Shiohira, 2022) highlights the need for creative AI development and ethical considerations, emphasizing teacher preparation for successful implementation in high-quality k-12 learning environments.

The TeachAI initiative (TeachAI, 2024), supported by global organizations like the World Economic Forum and Code.org, promotes a systemic approach to integrate AI in education, offering policy ideas and guidance for curriculum, pedagogy, and assessment adaptation to create high-quality k-12 learning environments that are future-ready.

Addressing Open Issues in Informatics Education

Despite policy prioritization and increasing adoption, several challenges hinder the successful implementation of informatics education in EU education systems (Bocconi et al., 2022; European Commission / EACEA / Eurydice, 2022; European Commission, 2020a). These include:

  1. Equity and Gender Balance: Promoting inclusive practices to address disparities and ensure equal opportunities.
  2. Teacher Education and Training: Educating, recruiting, training, and upskilling teachers to effectively deliver informatics education.
  3. Inclusive School Ecosystems: Creating innovative and open school environments with strong leadership support.
  4. Curriculum Design and Resources: Developing quality, age-appropriate resources and tools for comprehensive informatics education.
  5. Effective Assessment Practices: Implementing robust methods for assessing informatics skills.

These issues underscore the urgent need for coordinated efforts and policy interventions to strengthen informatics education and build high-quality k-12 learning environments.

Addressing Student-Related Issues

Informatics education offers significant benefits for 21st-century students, enhancing both academic and professional opportunities. Research indicates that students engaged in informatics are more likely to pursue college education and develop strong problem-solving abilities (Brown & Brown, 2020; Salehi et al., 2020).

Understanding informatics cultivates essential digital competencies, crucial in today’s technology-driven world. High-quality informatics education in K-12 plays a vital role in nurturing talent by providing foundational skills in CT, problem-solving, and digital literacy (Román-González et al., 2018). This early exposure demystifies technology and inspires students to innovate, laying a solid foundation for future expertise in the field and contributing to high-quality k-12 learning environments.

Promoting Equity and Inclusion

While CS curricula are being adopted globally (Vegas et al., 2021), achieving universal digital competence requires addressing equity, inclusion, and gender balance (Bocconi et al., 2022).

Effective solutions require the active involvement of policymakers, educators, families, researchers, and industry partners. By fostering inclusivity and equitable resource access, informatics education ensures all learners can develop their talents and pursue tech careers. Hsu et al. (2019) highlight a global trend toward expanding access to CS and STEM, especially for girls and underrepresented minorities, through compulsory informatics education in high-quality k-12 learning environments.

Current data shows uneven access, with only 12 of 37 Eurydice network countries mandating informatics as a compulsory, separate subject throughout K-12 (Eurydice, 2022). Even with compulsory informatics, language, culture, gender, or other characteristics can hinder full participation. Studies on ethnicity, disabilities, and special needs in informatics education (Das et al., 2020; Ray et al., 2018; STEM learning, 2022) offer insights into developing core CS skills for all students in high-quality k-12 learning environments.

The CAPE Framework (Capacity, Access, Participation, and Experience) provides a comprehensive approach to assessing and improving equity in CS education (Fletcher & Warner, 2021).

Culturally Relevant Informatics Education

European classrooms are increasingly diverse (Spinthourakis et al., 2011). Culturally Relevant Pedagogy (Ladson-Billings, 1995) emphasizes academic achievement, cultural competence, and sociopolitical consciousness. Teachers can leverage students’ cultural backgrounds to create more inclusive high-quality k-12 learning environments. This boosts motivation, agency, critical thinking, and problem-solving by connecting informatics to real-world applications.

Professional development focusing on equality, diversity, and inclusion is crucial (Kemp et al., 2024). Culturally relevant pedagogy and resources (Hello World, 2021; Hoffman et al., 2022; Yuen et al., 2016) ensure educational materials resonate with diverse student backgrounds, making learning more engaging and relevant in high-quality k-12 learning environments. These strategies create equitable informatics education and prepare diverse learners for a globalized, technologically advanced, and multicultural society.

Addressing Gender Differences

Women remain underrepresented in technology, comprising only 19.4% of ICT professionals in Europe (Eurostat, 2023) and 22% of AI specialists globally (World Economic Forum). This disparity is a growing concern (European Commission, 2021), especially as IT systems increasingly reflect the biases of their creators. Diversifying the IT workforce requires addressing the low uptake of computing education among girls (Kemp et al., 2024). The DEAP 2021–2027 promotes early informatics education to tackle gender stereotypes and increase women’s participation in ICT (Aivaloglou & Hermans, 2019; European Education and Culture Executive Agency, 2022) to foster high-quality k-12 learning environments for all genders.

Research on gender differences in computing education is mixed (Kampylis et al., 2023). Some studies find no significant gender differences in CT skills (Atmatzidou & Demetriadis, 2016; del Olmo-Muñoz et al., 2020; Tsai et al., 2020; Wu & Su, 2021), while others report differences (Fraillon et al., 2020; Labusch & Eickelmann, 2020; Román-González et al., 2017; Wei et al., 2021). Task type and assessment methods can influence these findings (Atmatzidou & Demetriadis, 2016; del Olmo-Muñoz et al., 2020; Israel-Fishelson et al., 2021; Román-González et al., 2017). For instance, boys may show higher decomposition thinking, while girls may excel in abstraction tasks after age 9.5 (Rijke et al., 2018; Tsai et al., 2020). Self-efficacy, motivation, and gender stereotypes also play a role (Aivaloglou & Hermans, 2019; Durak & Saritepeci, 2018).

Developmental trajectories and educational approaches can contribute to gender differences (Kong et al., 2018; Sun et al., 2021). Girls show higher STEM learning attitudes, while boys are more interested in programming, indicating a need for targeted engagement strategies (Kong et al., 2018). Compulsory informatics education and targeted recruitment in elective subjects are recommended (Balanskat et al., 2018). Innovative approaches, like blending dance choreography with programming (Leonard et al., 2021), and enrichment programs like Hour of Code and Tech Future for Girls (Hsu et al., 2019), can boost girls’ participation and create high-quality k-12 learning environments. Teacher training is crucial for fostering gender balance and equity (Cateté et al., 2020).

EU policy initiatives aim to balance gender participation in informatics education (European Commission / EACEA / Eurydice, 2022). The consensus is that all children can develop informatics skills regardless of gender (del Olmo-Muñoz et al., 2020) with inclusive resources, activities, and strategies to support all students’ self-belief (Kemp et al., 2024) in high-quality k-12 learning environments.

Fostering Digital Talent

The digital talent gap in most EU Member States threatens Europe’s competitiveness. Informatics education in K-12 serves to equip all students for the digital world and to cultivate talent for Europe’s economic future (European Commission, 2020b).

Research suggests that ‘computationally talented’ learners can be identified in lower-secondary education (Román-González et al., 2018), progressing faster in informatics. However, formal education systems often lack provisions for identifying and nurturing this talent within high-quality k-12 learning environments.

Initiatives like the Bebras Computing Challenge and the International Olympiad in Informatics, alongside extracurricular programs, can help bridge the digital talent gap. They introduce CT through engaging tasks and make informatics accessible to a wider audience, while also identifying and fostering talent early. The International Olympiad in Informatics, running since 1989, assesses core informatics competences (Dagienė & Stupurienė, 2016). National initiatives like Poland’s Informatics Talent Development Programme (2019–2029) also support talented students in upper-secondary schools.

These programs and competitions identify and nurture exceptional talent, providing pathways to advanced IT studies and careers. They build collaborative networks among aspiring computer scientists, fostering individual growth and career advancement. Encouraging participation in these initiatives is vital for building a robust pipeline of skilled IT professionals and ensuring Europe’s technological innovation and competitiveness, all starting with high-quality k-12 learning environments.

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