Deliverables – Digital First

Transnational research report: What and how we teach/learn in informatics and how happy we are with the results

Part of Working Package 2, this report explores how informatics is taught and learned in primary and secondary schools across 10 EU countries. Combining qualitative and quantitative research, it examines teaching practices, stakeholder awareness, and satisfaction levels, providing key insights to enhance informatics education for all involved.

Informatics teacher education and training in the EU today – research

This study explores how informatics teachers across Europe are educated and trained, from primary to upper secondary levels. It brings together national data, university programmes, and teacher interviews to highlight diverse pathways, strengths, and gaps in preparation. The findings offer a clear picture of current challenges and opportunities, setting the stage for future improvements in teacher education and professional development

Competencies map for informatics teachers in primary schools

The Competencies Map for Informatics Teachers in Primary Schools outlines the key knowledge, skills, and attitudes primary school teachers need to teach informatics in a meaningful and engaging way. It brings together subject-specific, pedagogical, and transversal competences, showing where strengths exist and where further support is needed. The document offers a shared foundation for strengthening teacher preparation and professional development across Europe.

Competencies map for informatics teachers in secondary schools

The Competencies Map for Informatics Teachers in Secondary Schools identifies the essential knowledge, skills, and attitudes needed for teaching informatics effectively at the lower and upper secondary levels. It integrates disciplinary, pedagogical, and transversal competences to reflect the complex role of secondary teachers in preparing students for the digital world. The map highlights current strengths, gaps, and development needs across Europe, offering a shared framework to support teacher education, continuous professional growth, and curriculum innovation in informatics teaching

Tertiary education programme for informatics teachers

This deliverable proposes a comprehensive tertiary education programme for future informatics teachers, structured according to a 3+2 model: a three-year Bachelor’s programme (180 ECTS) followed by a two-year Master’s programme (120 ECTS). It translates the Digital First competence framework into a concrete study programme combining subject-specific informatics knowledge, pedagogy and didactics, transversal competences, and progressive school-based teaching practice.

The programme includes a detailed course catalogue covering core and emerging areas such as programming, data, AI and generative AI, cybersecurity, robotics, digital pedagogy, inclusion, assessment, and educational research. The Bachelor’s level primarily develops the competences needed for teaching at primary and lower-secondary levels, while the Master’s level deepens expertise for upper-secondary teaching, research, curriculum development, and professional leadership. Designed as an adaptable European reference model, the programme can be adjusted to different national qualification and accreditation requirements while maintaining a common competence-based structure.

Continuous and informal teacher training for informatics teachers

This deliverable presents an evidence-informed framework for the continuous and informal professional development of informatics teachers in primary and secondary education. Building on previous Digital First research and competence maps, it identifies the subject-specific, pedagogical and transversal competences teachers need to maintain and further develop, with particular attention to areas such as AI, data literacy, cybersecurity, inclusion, assessment and emerging technologies.

The framework proposes flexible professional learning pathways combining a common CPD core, specialised learning, classroom application, collaboration and recognition of formal, non-formal and informal learning. It also provides practical guidance on learning formats, resources, quality assurance, stakeholder responsibilities and mechanisms for regularly updating CPD priorities.

Designed for adaptation across different national contexts, the framework supports sustained, competence-based and classroom-oriented professional growth for informatics teachers.

Theory and practice of learning analytics for informatics

This study explores how learning analytics can transform the way informatics is taught and learned across Europe. It connects theory with real classroom practice, showing how data can help teachers understand learning processes, adapt teaching, and support student progress. By combining national insights, educator experiences, and practical examples, the report highlights how learning analytics can make informatics education more personalized, evidence-based, and future-ready.

Preconditions for data modelling in schools for learning analytics for informatics (data storage, data structure, data harmonization)

This guidebook is Part 1 of a three-part series on introducing Learning Analytics (LA) in informatics education. It aims to assist educators, administrators, and decision-makers in leveraging LA to enhance teaching, learning, and educational planning. Whether you are considering LA deployment or already underway, the guide provides essential insights and practical tools. While focused on informatics, much of the content is applicable to other educational contexts.