As part of the “DIGITAL FIRST – Digital tech as the first language” project, recent focus group research conducted in Greece offers valuable insights into the current state of informatics education. Our project aims to transform how students across Europe engage with digital technology, preparing them for a future where computational thinking and informatics skills are as essential as reading and writing.

With the increasing presence of digital tools in our daily lives, the ability to navigate, create, and innovate within the digital space has become crucial. Informatics is no longer a specialized subject; it is the foundation upon which students will build their careers and shape their futures. The DIGITAL FIRST project seeks to address these changes, and the focus group findings from Greece are a key contribution to understanding the landscape of informatics education today.

These insights, gathered in July 2024 from teachers, parents, and students, provide a snapshot of both the successes and challenges that educators and students face in the classroom. They also offer valuable recommendations that will help ensure that the Greek students are prepared for the digital world.

The DIGITAL FIRST Project: Goals and Vision

The “DIGITAL FIRST” project is an ambitious endeavour spanning ten European countries, each contributing to a comprehensive understanding of informatics education in the region. The project’s main goal is to shift away from traditional, programming-heavy curricula and toward an innovative pedagogical approach centered around computational thinking. This change aims to encourage students to become active creators of the digital world, rather than passive consumers.

Informatics education must adapt to the needs of digital natives—children who are growing up immersed in technology. The project emphasizes the importance of making informatics accessible, engaging, and relevant to

real-world challenges. The goal is to create a more inclusive and effective approach to informatics education across Europe, starting with the insights gathered from each participating country.

Findings from the Focus Groups in Greece

In Greece, Project Lighthouse conducted two focus groups with a diverse set of participants, including IT teachers, parents, and students. Their contributions provide a nuanced view of informatics education at both the secondary education level and in everyday life.

• Strengths in Informatics Education: Participants from all groups agreed that informatics education plays a pivotal role in developing critical thinking and problem-solving skills. These skills are transferable to many areas of life, making informatics a subject that prepares students for more than just careers in tech. It helps them navigate a digital world, from managing information responsibly to understanding how algorithms and data shape our reality.
• Challenges and Barriers: A common theme in the discussions was the lack of modern technological resources in Greek schools. Many teachers expressed frustration over outdated computers and software, which hinder their ability to teach more advanced topics like Artificial Intelligence (AI). Moreover, the curriculum itself is seen as outdated, missing key components that are essential for preparing students for the workforce of tomorrow.
• Teachers emphasized the need for ongoing professional development to stay up-to-date with rapid technological changes. They noted that while students often arrive in the classroom with a basic set of digital skills, more is required to turn those skills into meaningful, real-life competencies that are applicable both in their careers and everyday lives.

• Student Perspectives: Students in the focus groups echoed many of the teachers’ concerns, particularly regarding outdated resources and teaching methods. However, they also brought a fresh perspective, emphasizing the need for interactive, game-based learning and more creative applications of technology. For students, informatics is not just about learning to code—it’s about understanding how technology fits into their daily lives and future aspirations.

A significant number of students expressed a desire to learn more about AI, game development, Blockchain, and how technology can be used creatively. These insights highlight the importance of making informatics not just a mandatory subject but one that is engaging, modern, and aligned with student interests.

Opportunities for Growth and Innovation

The focus group findings present clear opportunities for improving informatics education in Greece. One of the most promising areas for growth is the integration of community-based learning models. By involving students in collaborative projects and real-world problem-solving, schools can make informatics education more dynamic and relevant.

There is also a need to modernize the curriculum to include cutting-edge technologies like AI, Big Data, and Blockchain. These topics are already shaping industries and economies, and students need to be equipped with the knowledge and skills to navigate these changes. By introducing these subjects early in education, students can be prepared not just for future jobs, but for leadership in the digital world.

Teachers also identified the importance of cross-disciplinary learning, where informatics can be applied to subjects like mathematics, science, and even the arts. This approach could help break down the barriers between subjects and allow students to see the broader applications of their digital skills

Recommendations for Enhancing Informatics Education

To fully realize the potential of informatics education in Greece, several key recommendations emerged from the focus groups:

1. Investment in Technological Resources: Schools must prioritize upgrading their equipment and software. Without access to modern technology, students will be left behind in a rapidly advancing digital world.
2. Curriculum Modernization: The current curriculum must be updated to include essential topics such as AI, Big Data, and Blockchain. Thes are the building blocks of tomorrow’s job market, and students need to be prepared for these changes.
3. Professional Development for Teachers: Teachers need ongoing training and support to stay up to date with technological advancements. Continuous professional development will ensure that teachers can provide relevant and engaging instruction.
4. Interactive and Game-Based Learning: Students expressed a strong desire for more interactive learning methods. Game-based learning, in particular, can make informatics more engaging and help students develop critical problem-solving skills in a fun, interactive environment.
5. Community-Based Learning: Encouraging collaboration between students, teachers, and the broader community can foster a more dynamic learning environment. This approach can help students apply their digital skills to real-world challenges, making learning more relevant and impactful

Looking Ahead: The Future of Informatics Education

As we continue to gather and analyze data from other countries, we look forward to sharing more findings and recommendations throughout the project, which concludes in November 2026. The final transnational report will provide comprehensive insights and actionable recommendations for policymakers and educators across Europe, aiming to enhance the effectiveness of informatics education.

Stay connected with us for more updates and insights as we work together to strengthen informatics education across Europe.