In today’s society, computer science education is often mistakenly equated with basic digital literacy, reflecting a widespread misunderstanding of the subject’s true scope and value. Scientific literature consistently demonstrates that computer science education, through the development of computational thinking, cultivates essential transversal skills that extend far beyond digital literacy. These skills are crucial for active participation in our digital society, as they enable students to decompose complex problems, recognize patterns, and design algorithmic solutions. Through engagement with fundamental concepts like algorithms, data structures, and programming principles, students develop systematic and creative thinking capabilities that mere digital tool usage cannot provide.

Based on our comprehensive research conducted under the DIGITAL FIRST project, which included a survey of Slovenian primary and secondary school teachers and focus group interviews with students, teachers and parents, we explore how the community perceives and values computer science education about digital literacy. Our study provides insights into how different stakeholder groups understand and appreciate the role of computer science education in today’s increasingly digital world.

Research outcomes: A snapshot of informatics education in Slovenia

The research outcomes show that, based on the International Standard Classification of Education (ISCED) framework, the Slovenian primary schools:

• At ISCED 1 and ISCED 24 levels, where students are aged from 6 to 14, computer science both as a non-mandatory elective subject in grades 4-6 (ages 9-11) and as an elective subject in the last three grades (ages 12-14),
• At the ISCED 34 level, students have just one year of mandatory informatics, typically around age 15.

This limited offering means that only a handful of students experience quality computer science education, and this exposure does not extend uniformly across the country.

Survey results: Current practices in teaching informatics

A total of 135 Slovenian teachers participated in our survey, including 88 from primary schools and 47 from secondary schools. The survey was conducted online in April and May 2024. The survey was particularly interested in understanding how often teachers address specific topics in computer science in their lessons, such as data and information, algorithms, programming, computer systems, networks and communications, human-computer interaction, design and development, digital creativity, modelling and simulation, privacy, safety and security, as well as awareness and empowerment.

The survey results revealed that data and information, along with privacy, safety, and security, are frequently taught at both educational levels, reflecting a strong focus on digital literacy and safe online behaviour. Primary school teachers report covering digital creativity and programming topics more often than their secondary school counterparts, introducing younger students to creative expression and foundational programming skills. However, secondary school teachers tend to focus more on topics, such as algorithms and computer systems, providing older students with more in-depth, complex content. Some topics, like human-computer interaction, design and development, and modelling and simulation, remain rarely covered in both primary and secondary settings, signalling opportunities for future growth.

Overall, the survey results provide valuable insights into current practices in teaching computer science content in some primary and secondary schools, though they do not represent the entire country due to regional differences.

Focus group interviews: Perspectives of students, teachers and parents

Through focus group interviews, we identified examples of good practices in Slovenian schools. Students expressed appreciation for topics connected to real-life applications, like designing and programming an alarm system for a wardrobe, which helped them understand how everyday items work. Another example includes an interdisciplinary project that combined history, technical education, and computer science, where students designed and 3D-printed Catan tiles. Additionally, programming with Minecraft Education proved to be highly motivational for students.

Students believe that computer science should be a mandatory subject for everyone. They recognize its importance for future life and emphasize the advantage it gives to those who learn it early, especially in problem-solving and project work. Notably, they also see the need to keep curricula updated to reflect the latest technological trends and knowledge.

Our research reveals that some parents perceive computer science classes solely as additional screen time for their children, which reduces their support for the subject. The absence of mandatory computer science subjects in the Slovenian primary school curriculum leads to a shortage of qualified teaching staff. This shortage, coupled with regional disparities, has led to significant inequalities in access to quality computer science education across the country. Despite these challenges, several advanced teachers have developed innovative teaching approaches and successfully integrated modern computer science concepts into their classrooms. However, the optional nature of the subject, combined with varying levels of teacher preparedness, further amplifies the existing educational gaps. It is worth noting that the teachers participating in our study were particularly motivated and actively engaged in professional development, which may not reflect the general situation across the country. While our survey results highlight areas where students benefit from exceptional educational practices, in many regions, opportunities for computer science education remain limited or absent.

Despite the challenges, it is encouraging to see that students themselves recognize the importance of computer science education and advocate for it to become a mandatory subject for all. Their understanding that early exposure to computer science provides advantages in problem-solving and project work demonstrates a mature grasp of its value beyond mere digital tool usage.

Future perspective: Need for a reformed curriculum

The enthusiasm of students, the dedication of engaged teachers and successful real-world projects in some Slovenian schools demonstrate the potential of a reformed curriculum that would reflect modern digital age needs, moving beyond basic digital literacy to embrace deeper computational thinking, computer science concepts, and creative problem-solving skills for all students.