Educating students in informatics/computer science/computing is essential for preparing future citizens to actively participate in, influence, and contribute to the development of the digital world. As technology continues to shape every aspect of our lives, informatics education must evolve to meet the needs of today’s learners. The DIGITAL FIRST project is dedicated to aligning informatics education with the realities of the digital age, focusing on children who are digital natives—born into a connected world and entering school with an existing foundation of digital skills. This project aims to bridge the gap between students’ everyday digital experiences and the informatics competencies needed for meaningful engagement in the digital society.
This article presents research findings on the theory and practice of teaching informatics in primary and secondary schools across 10 EU countries. It seeks to answer the following questions: What do we learn/teach, how do we learn/teach it, and are we happy about it?
By combining qualitative and quantitative research methods, the project aimed to provide a more comprehensive understanding of the phenomenon under study. The project is based on the idea that pedagogical approaches to teaching informatics can benefit significantly from language teaching methodologies, to develop a functional approach to informatics education. In primary and secondary schools across the EU, informatics classes typically follow a ‘structuralist’ approach—focusing on computer functions, rules for applying information technology and assembling coding language commands. However, this approach often struggles to support the effective application of knowledge beyond the classroom.
The transnational research conducted across 10 EU countries revealed the strengths and challenges of informatics education and opportunities for improvement. This comprehensive study involved document analysis, an online survey, and focus group discussions. A total of 1,017 teachers participated in the online survey, while 42 teachers participated in focus group discussions across the 10 countries. Additionally, 105 schoolchildren participated in focus groups to share their voices and experiences in learning informatics.
What do we teach and learn?
Document analysis of ten EU countries reveals both commonalities and variations in how European countries approach informatics education. Foundational topics such as Data and Information, Programming, Privacy, Safety, and Security receive the most widespread coverage, while areas like Human-Computer Interaction, Responsibility and Empowerment, and Modelling and Simulation are less consistently taught. The diverse approaches across countries underscore a shared commitment to digital preparedness while also reflecting unique national priorities and educational philosophies.
While online survey data analysis revealed that technical competence, problem-solving and critical thinking skills are developed in Informatics/Computer Science classes, the topics vary depending on the age of the students. In primary education, the greatest attention is paid to Modelling and Simulation, Design and Development and Computing Systems. However, less attention is paid to Data and Information, Responsibility and Empowerment, and Privacy, Safety and Security. Secondary school teachers pay the most attention to the content of the subject focused on Modelling and Simulation and Networks and Communication. The areas related to Privacy, Safety and Security and Data and Information received the least attention from the teachers who participated in the survey. Although these skills are extremely important in the modern world of technology, in the primary grades, they are minimally integrated into the curricula. This indicates that students may lack the skills needed to use technology safely and responsibly when these skills have recently been increasingly emphasized and become increasingly important.
Focus group discussions revealed that various participants of the study recognize the importance of digital literacy and highlight key content areas, including programming, modelling, security, privacy, human-computer interaction, communication, and data and information. Students more often emphasize those areas of Informatics or computer science education that are necessary for them in life (maintaining social relations with friends, paying bills, safely performing monetary transactions, creating electronic websites, mastering calculation, text editor, information presentation programs, etc.). Programming as part of the content is also emphasized by both students and other target groups. Both teachers, parents, NGOs, business representatives and students emphasize innovation: they would like to master new technologies, AI. E-ethics and security issues are very important for all these target groups.
How do we teach and learn?
During the research, the focus was on teaching and learning strategies and methods teachers use in informatics/computer science practice.
- Teaching and learning strategies
Teaching Informatics and Computer Science is usually based on teacher-centred strategies, where the teacher plays the main role of the source of knowledge and the students listen and observe more.
These strategies are Demonstration/Imitation and Instructional, in which the teacher provides clear and consistent information and students acquire knowledge through observation and repetition. Although Teacher-centered strategies are widespread, these strategies are mostly followed by secondary school teachers, possibly to ensure consistency of results and successful preparation for examinations.
However, while teacher-centred strategies may be effective in certain situations, their continued use limits the development of students’ critical thinking, problem-solving, and independent work skills. It should be noted that depending on the age group of students.
Gamification and game-based strategy is more often applied in primary education (Figure 1).
Fig.1. Structure of teaching and learning strategies
- Teaching and learning methods
The most commonly used teaching methods are Demonstration/Direct Instruction, Repetition, and Explanation, which support the systematic transfer of knowledge and the consolidation of students’ skills (Figure 2). These methods are particularly effective for teaching abstract and complex informatics concepts. However, the study reveals that Experiential and Interaction-oriented methods, which promote deeper student engagement and a better understanding of complex informatics topics, are used less frequently. Despite the recognized importance of Digital multimodal and Experiential/interaction-oriented methods for enhancing student engagement and comprehension, their application in ICT lessons remains limited.
Fig.2. Structure of teaching and learning methods
In general, the analysis shows that although Teacher-centred methods provide a clear structure of teaching, there is a need to move towards more interactive, collaboration-based methods, which would promote deeper involvement of students, help them develop practical skills and prepare for real-life situations.
Are we happy about teaching and learning Informatics?
The results of the online survey revealed that informatics teachers are mostly satisfied with informatics teaching at the school level, however, they are less positive about informatics teaching at the national level. This suggests that teachers feel a stronger impact and better conditions in their schools than in the context of the entire country or region.
The main strengths of informatics education, as identified by focus group discussion participants, are linked to the development of essential skills such as communication, critical thinking, problem-solving, logical reasoning, and computational thinking. Additionally, informatics education fosters student autonomy and prepares them for future careers and studies. Other key strengths include active student involvement in the learning process through innovative methods and practical activities, interdisciplinary integration, the early introduction of informatics in education, and opportunities for collaboration with external stakeholders.
Identified weaknesses in informatics education from SWOT analysis provide a basis for the improvement of informatics education. Areas for improvement relate to:
- institutional resistance or lack of political support,
- curriculum overload or absence of a mandatory informatics subject in primary education (or in secondary education),
- shortage of qualified teachers and the deficiencies in teacher training,
- lack of resources (infrastructure, methodological),
- need for an updated curriculum (in some countries) or the fragmentation of the teaching programs,
- deficiency of diversity and equality in meeting special educational needs.
Instead of a summary: the reflections
Informatics Education for the Future: The research findings highlight that informatics and computer science education must be forward-looking, equipping students with the knowledge and skills needed to thrive in an increasingly digital world. Beyond preparing students for future careers and academic pursuits, informatics education plays a critical role in fostering an understanding of emerging technologies, global digital trends, and the evolving demands of the labour market. To enhance its effectiveness, informatics education should focus on developing practical, real-world skills, integrating interdisciplinary content, and fostering connections with various stakeholders, including industry partners, educators, and the wider community. By implementing the proposed improvements—such as innovative teaching methodologies, hands-on activities, and adaptive curricula—informatics education can better prepare students to be competitive, adaptable, and informed contributors to the future digital society.
Diversity and Inclusion. Ensuring diversity, equity, and inclusion in informatics education is essential to meet the diverse learning needs of all students. Creating an inclusive learning environment involves addressing barriers related to gender, socio-economic background, and access to resources. A key priority is promoting gender balance in computer science education, making it more welcoming and engaging for girls. This requires not only curriculum adjustments but also initiatives aimed at changing mindsets and challenging stereotypes among educators, students, and the broader school community. By actively fostering an inclusive culture, we can inspire more girls to pursue studies in informatics, ultimately contributing to a more diverse and innovative tech landscape. Organizations and educational institutions have the opportunity to lead by example, advocating for policies and practices that promote equal opportunities and support underrepresented groups in computer science.
Informatics education across ten EU countries reveals the importance of preparing school students for the future digital landscape by equipping them with both technical and practical skills. The findings emphasize the need to focus on essential areas such as programming, data mining or management, and digital safety while fostering students’ autonomy and critical thinking abilities. Effective informatics education involves not only teaching core content but also integrating interdisciplinary approaches, engaging various stakeholders, and using innovative teaching methods. Diversity and inclusion also emerge as key priorities, with a focus on ensuring equal opportunities for all students, particularly in encouraging gender balance and making computer science education more accessible and appealing to girls. By addressing these factors, informatics education can better prepare students for future careers and contribute to a more inclusive and competitive digital society.
Thanks to Prof. dr. Valentina Dagienė, Odeta Šapelytė, prof. dr. Remigijus Bubnys and prof. dr. Aušra Kazlauskienė,
Vilnius University, Lithuania for leading the DIGITAL FIRST transnational research on the current state of informatics education and sharing highlights in this web article. As DIGITAL FIRST is on a mission to shape the informatics education of the future, this research lays the foundations for innovative approaches to be developed by our project in the coming months.
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