Digital First’s partners have published a new report called Competencies Map for Informatics Teachers in Primary School. This report focuses on the knowledge, skills, and attitudes that primary school teachers need to effectively introduce informatics to young learners, providing a comprehensive mapping of key competencies for teaching informatics at ISCED level 1.
From Research to Action
Building on the previous report, Informatics teacher education and training in the EU today – research, this new study shifts the focus from how teachers are prepared to what competencies they need to teach informatics effectively. It defines a structured mapping of competencies that will support both the design of teacher education programmes and the professional growth of teachers already working in schools.
The competencies were developed through a rigorous, multi-step process involving theoretical models, international frameworks, and stakeholder feedback. Central to this process was the Combined Knowledge and Competency (CKC) Model, which integrates knowledge-based and competency-oriented approaches, ensuring that teachers not only understand informatics concepts but can also apply them in the classroom.
The mapping also draws on the Informatics4All reference model, which identifies core informatics topics such as algorithms, data and information, and computational thinking, as well as on the DigCompEdu framework, which guides the digital competencies teachers need in their professional practice.
Competencies for Teaching Informatics in Primary School
To ensure practical relevance, the proposed competencies were validated through a co-creative workshop held in Ljubljana and a survey, where project partners collaboratively reviewed and refined the list of competencies. This participatory approach helped refine the competencies map and ensured alignment with classroom realities. As part of this process, the competencies were organised into three key domains:
- Subject-specific competencies – teachers’ understanding of core informatics topics such as data, algorithms, programming, and digital creativity.
- Pedagogical competencies – effective teaching methods, active learning, assessment strategies, and inclusive practices tailored for primary-level learners.
- Transversal competencies – professional growth, collaboration, ethical awareness, and adaptability in the ever-changing digital landscape.
At the primary level, competencies emphasise making informatics accessible, creative, and engaging for young learners. Teachers are not expected to master deep technical content but to foster curiosity and computational thinking through playful, age-appropriate learning. Findings show strong pedagogical skills among primary teachers but highlight a need for greater confidence in areas such as Artificial Intelligence, Computational Thinking, and Modelling and Simulation. Bridging the gap between current and desired competence levels remains essential, particularly in promoting digital creativity, inclusion, and ethical technology use.
Bridging the Gap
Across all domains, survey data revealed a consistent gap between current and desired competency levels. The project partners evaluated that teachers’ current level of competence is at a basic or intermediate level, while identifying a clear need for teachers to reach higher desired levels of competence, particularly in fostering digital creativity, ensuring inclusion, and supporting ethical technology use. These findings underline the importance of continuous professional development and institutional support for primary school teachers to make these goals achievable in practice.
The report also highlights the strong connection between informatics education and children’s everyday experiences with technology. Teachers need the competencies to guide these experiences responsibly and meaningfully from the very start of schooling.
Practical examples
The report includes practical classroom examples that illustrate how the competencies can be implemented and aligned with the functional approach being developed in the Digital First project. These examples are presented in the annexe of the report and organised by subject-specific competency areas.
An example of an activity that primary teachers can incorporate in teaching about algorithms is a Treasure Hunt with Conditions:
- The teacher sets up a classroom “treasure hunt” with a set of conditional instructions (e.g., “If you see a red card, turn left; if you see a blue card, pick it up and move forward two steps”). Students follow the instructions to reach the “treasure” (a small prize or fun message). Afterwards, they discuss how conditions change the flow of an algorithm and how similar logic is used in digital games.
- This activity incorporates heuristic function as students test and refine their understanding of conditional logic, instrumental function as they apply simple “if… then” structures to solve a problem, and imaginative function as they experience algorithms as an interactive, game-like adventure.
An example of an activity that primary teachers can incorporate in teaching about privacy, safety, and security is a Respectful Chat Simulation:
- In small groups, students role-play an online group chat scenario with prepared “message cards.” Some messages show positive, respectful behaviour, while others show inappropriate or unsafe communication. Students sort the messages into “Respectful” and “Needs improvement” categories, then rewrite the unsafe messages to make them appropriate.
- This activity incorporates regulatory function as students apply rules for safe and respectful online communication, instrumental function as they sort and rephrase messages, personal function as they reflect on how online tone and language affect others, and imaginative function as they creatively reword inappropriate messages into positive ones.
A Foundation for the Future
The report Competencies map for informatics teachers in primary school provides a clear and validated catalogue of competencies that will inform future stages of the Digital First project. It lays the groundwork for analysing competencies at the lower and upper secondary levels in the upcoming report, ensuring a coherent picture of informatics teaching across all ISCED levels.
By identifying what makes a successful primary informatics teacher, this work brings us one step closer to the project’s broader goal: ensuring that every child benefits from meaningful and well-supported informatics education from the earliest years.
