We’re excited to share early findings from our focus group research on how informatics is taught and learned in Croatian schools, a key part of our ten-country study. This report provides a deep dive into the experiences of those directly involved in teaching and learning informatics, highlighting the strengths and challenges in this vital subject area. The complete findings across all participating countries will be published by the end of the year.
Our focus groups in Croatia brought together 52 participants—a diverse mix of teachers, parents, NGOs, private businesses, public authorities and students—each offering unique perspectives on informatics education. These discussions uncovered several critical themes essential to understanding the current state of informatics in Croatian schools.
One major takeaway is a lack of up-to-date equipment and resources, insufficient time allocated to the curriculum, disparities in infrastructure, misconceptions about the subject’s importance, and the rapid pace of technological advancements.
Another key theme is the need for ongoing professional development for informatics teachers. Teachers expressed a strong desire to enhance their knowledge and adapt to rapidly changing technology, but they emphasized that this requires more consistent and targeted support. There’s a clear call for increased teacher training and resource investment to keep pace with technological advancements.
Students in the focus groups also shared their experiences. Students recognize the importance of informatics and believe that it should be mandatory for everyone. They recognise the importance of a wide range of informatics knowledge for their future, including technical skills such as computer programming and repair, as well as creative aspects such as game design. Increasing the focus on AI and structural learning of basic concepts is also considered important to prepare students for future challenges.
The national report underscores the dedication of Croatian informatics teachers. Teachers are committed to providing a meaningful learning experience, even as they navigate the limitations imposed by current resources and varying levels of support.
These insights are just the beginning. Our final transnational report, which will compare informatics education across all ten countries in our study, is scheduled for release later this year. It will provide in-depth recommendations for policymakers and educators worldwide, aimed at driving meaningful improvements in how informatics is taught and learned.
As we prepare for the full publication, we invite you to stay connected with us. We’ll be sharing more updates and insights from our research as we move forward in our mission to strengthen informatics education.
