Center for Educational Policy Studies Journal

Editorial: Contemporary Issues and Challenges in Computer Science Education

2025-12-19T17:03:09+01:00

The Factors Influencing the Process of Deciding Whether to Become a Computer Science Teacher

2025-12-19T16:59:49+01:00

Choosing a future profession is an important step in life, and the decision to become a teacher is widely discussed in the literature. However, pre-service computer science teachers hold a unique position, as they are highly employable in the information technology job market, and this may have an impact on the decision to choose teaching as a career. The present research aims to clarify the decision-making process of becoming a computer science teacher and the factors that influence it. The qualitative research inspired by the constructivist grounded theory involved semi-structured interviews with 18 first-year pre-service computer science teachers. Through a questionnaire developed for this sample, the findings from the qualitative research were quantitatively verified on 69 respondents. The key choice is whether to become a teacher. Pre-service teachers are motivated by external factors (length of holidays, job stability, flexibility and salary) and the desire to work with children. In contrast, they are demotivated by the negatives of being a teacher, particularly by concerns about pupils (especially their behaviour) and parents. After deciding to study teaching, pre-service teachers need to make a decision about their specialisation. This is influenced by the high school they attended, their relationship to computer science, their former teachers, strategic reasons (believing this specialisation to be an easy way of getting the degree or a job after graduation), gender stereotypes (especially among women), and their expectations about teacher education in computer science.

Developing Digital Literacy in Pre-Service Primary School Teachers Through a Massive Open Online Course and Project-Based Learning

2025-12-19T17:56:10+01:00

The present paper examines the implementation of a massive open online course and project-based learning to develop the digital competences of preservice teachers. The course design was based on the Digital Competence Framework for Citizens. The study evaluates the effectiveness of the implemented massive open online course and project-based learning in developing digital competences and assesses student satisfaction with these methods. A total of 166 students participated in the study during two academic years. The massive open online course and project assignments are compulsory components of the ICT in Education course. Students completed the massive open online course in an online classroom and demonstrated basic knowledge and understanding by achieving a passing grade. Through project-based learning, they developed digital competences at higher cognitive levels. At the end of the academic year, anonymised student feedback was collected on satisfaction with the lessons delivered, the support received from the mentors, the feedback received, and assessment through the massive open online course and project-based learning. The results indicate significant progress in digital skills, especially in digital educational content creation. The study also revealed high levels of student satisfaction with the lessons delivery, mentor support and feedback. The students rated the assessment through projectbased learning positively, indicating the effectiveness of this method. Recommendations are made for improving training and promoting digital competences of students. The study contributes to understanding the importance of integrating digital literacy into educational programmes and provides guidelines for developing effective approaches to promote digital literacy, which is essential for preparing students for future professional challenges and active citizenship in a technologically advanced world.

Primary Programming: Teachers’ Attitudes and Skills in the Light of Computing Reform

2025-12-19T17:56:45+01:00

Two global trends that can be observed in computing education all over the world are moving the beginning of teaching computing as a compulsory school subject to primary education and moving from the teaching of user approaches to digital technologies to computer science content. The Czech Republic is currently the scene of such changes within the ongoing reform of informatics education. This paper presents the visions and principles that have served as the foundational framework for the reform initiative. A significant term for the introduction of computing in schools is programming. The key figure for the implementation of the changes is the primary school teacher who has no background in computer science and no experience in the subject as a student. The topic of our inquiry is therefore the attitudes of primary teachers towards teaching programming at the time of the ongoing school reform. The aim of the research is to identify the personal, pedagogical and environmental factors that influence teachers’ attitudes towards teaching programming. We measured programming attitudes using Sun’s Teacher Programming Attitude Scale, while the relationship of these attitudes to teachers’ computational thinking was explored using Bebras Challenge tasks. A survey of primary school teachers revealed a positive attitude towards the teaching of programming, coupled with very good computing skills. The study also found that previous experience in teaching programming is a significant factor in influencing teachers’ positive attitudes towards the subject.

Assessing Computational Thinking Practices and Engagement: Primary Teachers’ Reflections on an Unplugged Activity

2025-12-19T17:04:50+01:00

Developing computational thinking in early primary education has gained increasing attention, with unplugged methods recognised as particularly effective for young learners. However, teachers’ assessment of computational thinking, especially through process-oriented approaches, remains underexplored. The present study investigates how the participating Slovenian primary school teachers assessed computational thinking practices and students’ engagement during an unplugged activity based on Bebras Challenge tasks. The results show that the teachers most frequently identified algorithmic thinking, pattern recognition and debugging, while decomposition and abstraction were observed less commonly. The activity received high ratings regarding the students’ motivation and engagement, which several of the teachers attributed to the fact that it was conducted outdoors and involved physical movement. Collaboration and communication were also positively evaluated, although some teachers noted that competitiveness occasionally distracted the students. Overall, the findings support the feasibility of using process-oriented observation to assess computational thinking practices in unplugged settings, highlighting the need for targeted professional development to help teachers implement and assess computational thinking meaningfully. These insights contribute to the growing body of research on computational thinking assessment in primary education, underscoring the importance of providing teachers with structured support and context-specific tools.

Video Games and the Development of Computational Thinking

2025-12-22T13:34:05+01:00

For many, video games represent a popular form of entertainment. However, numerous research studies confirm that playing video games is a complex process with a significant educational component in addition to entertainment. Several researchers, including Papert and other authorities, have argued that we can learn a great deal about the learning process through video games, either by playing them ourselves or by observing others play and discussing the processes and thinking strategies involved. The present paper aims to explore the potential of commercial off-the-shelf video games, particularly with regard to developing computational thinking. Five games representing different genres were analysed using standard content analysis. The analysis was based partly on the researchers’ own gameplay, but primarily on observing and interviewing other participants during their gameplay. Four experienced video game players, all adults aged between 26 and 32, were invited to join the study as part of a purposefully formed sample. They were observed while playing and engaged in conversations about their practices and thought processes. The goal was to identify cognitive processes perceived as intrinsically related to computational thinking. The findings support claims made by Papert and Gee, demonstrating that video games can significantly enhance our understanding of computational thinking itself. Based on the analysis, it was concluded that video games offer rich opportunities for the development of certain components of computational thinking, particularly algorithmic thinking, decomposition and evaluation, as well as generalisation and abstraction. The findings are primarily relevant to adult learners, but ideas for school-age students are also discussed. While considering these ideas, we noted another phenomenon that intriguingly aligns with our other area ofresearch, that is, the development of structural thinking within school informatics*.

*In some countries, informatics is referred to as computer science or computing; however, in Slovakia, it is called informatics and is a mandatory school subject from Year 3 to Year 11, which includes all learners aged between 8 and 17.

Developing Conceptual Programming Knowledge in Pre-Service Computer Science Teachers: The Role of Programming Patterns

2025-12-19T17:57:24+01:00

This study examines how students enrolled in a two-subject teacher programme (computer science and mathematics) at the Faculty of Education, University of Ljubljana, develop a conceptual understanding of programming knowledge through the implementation, recognition and explanation of programming patterns. Based on over 500 programming solutions completed by first- and second-year students, we focus on four foundational patterns: linear search, guarded search, counting and extreme values. The study involved 70 students across different phases, with 17 of them tracked longitudinally over three to four years, examining their ability to recognise programming patterns, explain underlying logic and design related tasks. The results show that the students gradually improved their use of programming patterns, initially producing many redundant or incorrect solutions, which over time shifted towards correct implementations. However, this development was uneven across pattern types and programming constructs. Tasks involving while loops and guarded searches initially proved more challenging, with higher rates of incorrect or redundant solutions in the early phases. A consistent finding across all of the student groups was a substantial gap between the students’ ability to implement patterns and their ability to explain them conceptually. This demonstrates that for loop implementation skills do not automatically transfer to conceptual understanding, especially for more complex cases like guarded search and extreme values. This finding is particularly concerning for prospective educators. Importantly, explanation ability strongly predicted task design quality, underscoring the fact that conceptual mastery directly supports pedagogical competence. These findings highlight the need for explicit instruction on programming patterns in teacher education, not only to support correct implementation but also to build deeper explanatory and pedagogical skills. Emphasising patterns as conceptual tools can help future educators better analyse code, anticipate student difficulties and design effective, pattern-based programming tasks.

Culturally Responsive Unplugged Integration of Computational Thinking Skills in Language/Literature and Arts Lessons: A Case Study in Greece

2025-12-22T13:33:27+01:00

Computational thinking skills are recognised as essential competencies for future citizens in an increasingly digital society, and such skills can be cultivated from the early stages of schooling through various pedagogical approaches. This article focuses on a culturally responsive, unplugged approach to teaching computational thinking skills, integrated within language/literature and arts lessons in primary education. The study examines the implementation of specially designed lesson plans for this purpose across multiple grade levels in Greek primary schools. It presents the methodology followed during the implementation of the lesson plans, emphasising the specific objectives related to linking computational thinking concepts with language/literature and arts curricula. Data drawn from the implementation process – including evidence of classroom practices and feedback collected from seven primary school teachers through questionnaires, focus group discussions and reflective journals – were analysed to address the research questions. The findings highlight effective elements of the educational design methodology, offer recommendations for teacher professional development, and underscore the potential of integrated, culturally responsive instruction in fostering computational thinking skills through unplugged activities in language/literature and arts education at the primary level.

The Importance of the School Magazine as an Extra-Curricular Activity in Facilitating Students’ Cross-Curricular Skills and Competences

2025-12-19T16:58:31+01:00

The paper discusses the school magazine as an important extracurricular activity. We first define the characteristics of school magazines, pointing to aims, content focus, types of texts and the organisation of editorial boards. The fact that school magazines present an important platform for young people to formulate their opinions, challenge societal norms and values, pursue their artistic aspirations, and acquire knowledge, skills and competences, as well as form group identity, is emphasised. The objective of the research was to identify how the theoretical underpinnings of the school magazine as a clash of genres are reflected in the selected corpus of 103 issues of the school magazine Izvir, which has been in circulation since 1967. Particular interest is focused on the content, the types of texts, the presence of the zeitgeist and the edition notice. The research is in the form of a case study, applying thematic network analysis. The results show that the researched corpus covers diverse content, relating mainly to curricular and extracurricular activities, embraced in informative and interpretative journalistic texts, entertaining features and a literary section. The extent of politically oriented content engaging with issues that mark the period 1979–1985 is exceptional. The edition notice shows a significant improvement from the first issues, which lacked much of the required data, to the present perfected issues. Lastly, the magazines mirror the zeitgeist, transitioning from socialist and communist ideology to democracy. All in all, school magazines are an important educational pillar, adding to the formation of young people's minds, but also encouraging teachers to question their roles, didactic methods and approaches. They also play a role in the formation of the school's recognition in the local community.

Emancipation or Instrumentalisation in Erasmus+ Mobility: A Literature Review

2025-12-19T16:58:31+01:00

European education tools and policies show growing social concerns for inclusion while embracing standardised approaches that may put diversity at risk. The Erasmus+ programme is a tool that aims for cultural awareness and European citizenship while promoting a linkage with the needs of the globalised labour market, starting with the higher education field. Given the programme’s expansion to other education fields, namely school education, adult education, and vocational education and training, it remains uncertain how such an extension influences scientific research about Erasmus+ mobility and the relative position assumed therein by each field. Taking emancipatory and instrumental perspectives as a reference, the present study aimed to ascertain which concepts drive the published research about Erasmus+ mobility, mapping their position in the different education fields embraced by the programme. To do so, a literature review was conducted covering articles published between 2014 and 2022. The data analysed through content analysis showed that concepts driving emancipatory and instrumental perspectives are present in the selected articles, although approaches that are not directly linkable to either perspective prevail. The data also show that higher education remains the hegemonic field in Erasmus+ mobility research, indicating that studies focused on the programme’s effects occur mainly in this education field. These findings highlight the importance of in-depth knowledge about the programme’s effects on school education, adult education, and vocational education and training.

Environmental Content as a Part of Science-Oriented Sustainable Development Goals in Grades 6 and 7 of Slovenian Primary School: An Analysis of Science Textbooks

2025-12-19T16:58:31+01:00

Slovenian science education in Grades 6 and 7 (11- and 12-year-old students) of primary school focuses on the integration of various science subjects. According to the current Slovenian science curriculum, environmental concepts, as a part of science-oriented sustainable development goals, are an integral part of the subject of science. In 2026, a new science curriculum will be introduced in the education system to provide students and teachers with competences for sustainable development. Consequently, the aim of this study is 1) to analyse old (valid prior to the 2010/2011 school year) and current 6th and 7th-grade Slovenian science curriculum for primary school from an environmental and sustainability perspective, and 2) to investigate textual and pictorial material of four 6th grade and four 7th grade textbooks available for students in the current school year (2023/24) of primary school, that relate to environmental content, as well as their overall structure. The analysis of the textbooks showed that all textbooks explain some environmental topics recommended by the national curriculum. The text is supported by pictorial elements that present phenomena with realistic pictures on the macrolevel. The present study suggests that some environmental content is present in 6th- and 7th-grade science textbooks that are consistent with the learning goals of the curriculum but that a significant amount of sustainability content is missing. For this reason, the curriculum reform currently underway in Slovenia should more clearly include the implementation and thoroughly consider the integration of science-oriented sustainable development goals into the science curriculum in Grades 6 and 7.

Perceptions of the Teaching Profession and Motivation to Teach Among Slovenian University Students

2025-12-19T16:58:31+01:00

This study examined the perception of the teaching profession among students of social sciences and languages who were finishing their undergraduate studies and intended to continue their studies with a master’s degree. A subgroup of students planning to study for a master’s degree in teaching reported on their motivation to teach and their satisfaction with their career choice, while a subgroup of students who planned to pursue a master’s degree programme without a teaching degree responded to an open-ended question about why they did not want to become teachers. Participants answered the FIT-Choice Scale, which measures twelve motivational factors and six perceptions about the teaching profession. Students recognised teachers’ expertise; however, social status and salary were rated lower, indicating an imbalance between demands and rewards in the teaching profession. Altruistic and intrinsic motives were the main reasons for choosing the teaching profession. Students who will study teaching also rated their ability to become a teacher highly. Extrinsic factors (job transferability, teaching as a fallback career and time for family) were less important. Qualitative thematic analysis of the responses of students who will not study to become a teacher revealed that low intrinsic value (e.g., disinterest in teaching) and low personal utility value (e.g., better professional development elsewhere) were the most common themes. The high job demands due to demanding interactions with children and parents were also mentioned, while the teacher education programme was perceived as excessively extensive. The implications of the study highlight important considerations for policymakers and teacher education programmes.

The Frequency of Music Improvisation Activities in the Fourth and Fifth Grade of Primary School

2025-12-19T16:58:31+01:00

The aim of the present study was to investigate and compare the frequency of the implementation of music improvisation activities in music lessons by classroom teachers and subject teachers teaching music in the fourth and fifth grade in Slovenian primary schools. We also explored the teachers’ sense of competence to implement music improvisation activities, reasons for the infrequent inclusion of such activities and solutions for more frequent inclusion. A descriptive nonexperimental method of research was used, collecting data with a questionnaire. The study found that teachers occasionally carry out music improvisation activities, most often rhythmic improvisation. The results showed no differences between the frequency of improvisation activities between classroom teachers and subject teachers. However, subject teachers do feel more competent to perform music improvisation activities than classroom teachers and there was a weak correlation between the sense of competence and the frequency of improvisation activities in music lessons. Teachers cite a lack of time, knowledge and self-confidence as the key reasons for the infrequent implementation of music improvisation activities. They see solutions for the more frequent inclusion of music improvisation activities in additional music improvisation training and changes in the music curricula, advocating for more flexible and broadly defined learning objectives. Due to the small sample size, the results are not generalisable, but they do provide an insight into the current state of the integration of music improvisation activities in music lessons in the fourth and fifth grade of primary school.

José Antonio Bowen and C. Edward Watson, Teaching with AI: A Practical Guide to a New Era of Human Learning, Johns Hopkins University Press, 2024; 270 pp.: ISBN: 978-142-144-922-7

2025-12-19T17:03:26+01:00