Starting in the school year 2026/27, Slovenian primary schools will introduce a new compulsory elective subject: Computer Science. In the Slovenian system, “compulsory elective” refers to a group of subjects that schools are required to offer, while students choose which of them they will attend. With this reform, Computer Science becomes a structured and nationally defined learning opportunity for students in the third educational period of primary school.
The newly adopted curriculum defines Computer Science as a field that goes beyond the operational use of digital tools. Its purpose is to familiarise students with the fundamental concepts of computing and informatics while developing computational thinking, logical reasoning, creativity, and responsible digital behaviour. The subject connects understanding of computer systems, programming, data processing, and the societal impact of digital technologies with active forms of learning. Students are expected not only to acquire knowledge but also to develop the ability to solve problems systematically, collaborate, learn independently, and act innovatively.
At its core, the curriculum emphasises that knowing how to use technology is no longer sufficient. Computer Science is presented as a foundational literacy, comparable in importance to reading, mathematics, and science. Students are encouraged to enter the digital world not merely as users, but as creators and critical thinkers who understand how digital systems operate and how they influence everyday life.
Structure and content of the subject
The Computer Science compulsory elective subject is organised across the higher grades of primary school (ISCED 24), with clearly defined learning objectives and standards of knowledge. The curriculum is structured around thematic areas that gradually deepen students’ understanding of computer systems, programming, networks, data, and digital responsibility, and combine conceptual understanding with practical application.
One of the central themes in the first year of implementation is “Creating our own application”. Within this theme, students are introduced to the basic components of computer systems, including hardware and software. They learn to distinguish between operating systems and application software, to recognise input and output devices, and to understand the role of key components such as the processor and memory. Importantly, this knowledge is not treated as abstract theory. Students apply it directly in practical situations, learning to start and manage systems, organise files, troubleshoot common technical problems, and use digital tools effectively for problem-solving.
A major emphasis is placed on algorithms and programming. Students learn to design unambiguous step-by-step instructions for solving problems. They explore how the order of instructions affects outcomes and how complex problems can be broken down into smaller, manageable parts. Building on this understanding, they create and test simple programs using fundamental programming constructs such as sequences, loops, conditionals, and variables. Programming is understood as a complete process: planning a solution, implementing it, testing it, identifying errors, and refining the program until it functions as intended.
The curriculum also introduces students to networks and privacy. They learn the basic purpose of computer networks and how information travels across them, including the idea that longer messages are divided into packets during transmission. At the same time, they explore key concepts related to identity, authentication, access rights, data protection, encryption, and digital footprints. Through concrete examples, students reflect on what kinds of personal data require protection and why responsible behaviour online is essential.
In the following year, the focus expands toward physical computing and the control of digital devices with the theme “Using digital devices to manage the world”. Students work with programmable devices, sensors, and simple control systems, exploring how software interacts with hardware to influence real-world processes. They apply their knowledge of algorithms and programming to solve authentic problems that connect digital systems with the physical world. They learn how digital instructions can trigger physical actions, how sensors collect data from the environment, and how automated systems respond to changing conditions. This strengthens their understanding that computer science is not limited to screens and software but also shapes tangible environments and technologies.
Through these activities, learners begin to understand the principles behind smart devices and embedded systems that shape contemporary life. They design simple control solutions, test cause-and-effect relationships, and evaluate the reliability of their systems. This hands-on engagement strengthens their understanding of abstraction, modelling, and system behaviour, while also fostering experimentation and iterative refinement.
The third thematic area, “Discovering the secrets in data”, focuses on data representation, organisation, and interpretation. Students explore how data can be collected, structured, encoded, analysed, and interpreted to support decision-making. They learn to recognise different forms of data, understand basic methods of organising datasets, and interpret patterns and trends.
Importantly, this theme connects technical skills with critical thinking. Students consider the reliability of data sources, the meaning of visual representations, and the implications of data-driven conclusions. By working with authentic examples, they develop analytical competences that are essential not only in computer science but also across scientific and social contexts. This area also reinforces awareness of privacy and responsible data handling, linking technical knowledge with ethical reflection.
Together, these thematic areas provide a balanced view of computer science as a discipline that includes systems, programming, networks, data, and societal dimensions.
Pedagogical principles and learning approaches
The accompanying didactic recommendations provide important guidance for classroom implementation. They emphasise that teaching Computer Science should maintain a balance between abstract thinking and concrete activity, between modelling and implementation, and between individual reflection and collaborative work. When working on algorithms and programming, teachers are encouraged to use examples from everyday life and to model problem-solving processes explicitly. Live programming, including making and correcting mistakes in front of students, is recommended as a way of demonstrating that errors are a natural part of learning. Debugging is presented not as failure, but as a constructive and necessary step in refining solutions.
Project-based and problem-based learning play a central role. Within the available hours, students are expected to complete at least one larger project or application from initial idea to functional solution. The recommendations highlight the value of designing digital products for a “client,” simulating real-world development processes. Students define requirements, plan solutions, implement them, test functionality, and present results. In this way, they experience the full development cycle, build both technical and organisational competences, and move from being consumers of digital content to becoming creators.
Assessment is integrated into the learning process. Emphasis is placed not only on outcomes, but also on reasoning, strategy selection, collaboration, and the ability to analyse and improve solutions. Formative feedback, reflection, and continuous improvement are embedded within the structure of project work and support deeper understanding and long-term skill development. This approach reinforces the development of computational thinking as a habit of mind rather than a set of isolated technical skills.
The curriculum also highlights inclusivity and differentiation, ensuring that tasks can be adapted to varying levels of prior knowledge – designed in a way that both beginners and more advanced students can participate meaningfully. By offering open-ended problems and scalable challenges, teachers can support diverse levels of prior knowledge while maintaining meaningful cognitive challenge.
Significance for schools and students
The introduction of Computer Science as a compulsory elective subject strengthens the position of informatics within Slovenian lower secondary education. By defining clear objectives, thematic areas, and standards of knowledge, the curriculum establishes a coherent framework that connects conceptual understanding with practical application.
For students, the subject offers structured opportunities to explore how digital systems function, how programs are created, how devices interact with the physical world, and how data can be interpreted responsibly. At the same time, it fosters persistence, logical reasoning, creativity, and reflective thinking. These competences extend beyond the classroom. The combination of technical knowledge, problem-solving processes, and ethical awareness supports the development of responsible and capable digital citizens.
For schools and teachers, the reform brings both responsibility and opportunity. Implementing a new subject requires thoughtful planning, collaboration, and professional dialogue. The detailed curriculum and didactic recommendations provide a strong starting point, but successful realisation will depend on how schools translate these guidelines into meaningful classroom experiences. Emphasising projects, creativity, and real-world relevance can help ensure that Computer Science becomes a dynamic and engaging part of the lower secondary curriculum.
As Slovenian schools prepare for the school year 2026/27, the new compulsory elective subject Computer Science signals a clear recognition of the importance of informatics education. By combining knowledge of systems, programming, data, networks, and digital responsibility within a coherent curricular framework, Slovenia is laying the groundwork for a generation of students who can understand, shape, and critically evaluate the digital technologies that increasingly influence their lives.
