Reviewing Computational Thinking in Compulsory Education
State of play and practices from computing education
In recent years, many European countries have revised their statutory compulsory education curriculum, introducing basic Computer Science concepts. This has paved the way for the development of students’ Computational Thinking (CT) skills. Further impetus in this direction is coming from the European Commission´s Digital Education Action Plan 2021-2027, where quality Computing Education is a key element under the priority “Enhancing digital skills and competences for the digital transformation.” Despite increasing uptake, a range of issues and challenges are emerging for the effective integration of CT skills in compulsory education. This report updates and extends findings from the 2016 EC Computational Thinking Study, providing an updated overview in 22 EU Member States and 8 non-EU countries. The study has gathered a wide range of evidence collected via a systematic literature review, a survey with representatives of Ministries of Education, two online consultation events and in-depth case studies in nine European countries involving semi-structured interviews with experts, policy makers, school leaders, teachers, as well as focus groups with students. The report discusses significant developments concerning the integration of CT skills in compulsory education in Europe between 2016 and 2021. It also provides a comprehensive summary of evidence, including eleven recommendations for policy and practice.
BOCCONI Stefania;
CHIOCCARIELLO Augusto;
KAMPYLIS Panagiotis;
DAGIENĖ Valentina;
WASTIAU Patricia;
ENGELHARDT Katja;
EARP Jeffrey;
HORVATH Milena Anna;
JASUTĖ Eglė;
MALAGOLI Chiara;
MASIULIONYTĖ-DAGIENĖ Vaida;
STUPURIENĖ Gabrielė;
INAMORATO DOS SANTOS Andreia;
CACHIA Romina;
GIANNOUTSOU Nikoleta;
PUNIE Yves;
2022-03-03
Publications Office of the European Union
JRC128347
978-92-76-47208-7 (online),
OP KJ-06-22-069-EN-N (online),
https://publications.jrc.ec.europa.eu/repository/handle/JRC128347,
10.2760/126955 (online),
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