International Journal of Computer Science Education in Schools

The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment

2025-09-14T19:29:41+00:00

The increasing demand for computer science (CS) skills underscores the importance of integrating CS education into K–12 curricula to best prepare students for a digitally-driven society. Despite significant progress in expanding access to CS courses, disparities in participation persist, especially among historically underrepresented groups. This study examines the transition from 8th to 9th grade (occurring in the U.S. around age 15) as a pivotal juncture in CS education, analysing factors linked to 9th-grade CS course-taking among 5,505 students across eight diverse school districts in a northeastern state of the U.S. using logistic regression. Findings show that high academic achievers, male students, Asian students, and those with exposure to CS and Algebra 1 in middle school were more likely to enrol in 9th-grade CS courses. Conversely, participation is lower for females, English Language Learners, and students receiving special education services. These results point to persistent barriers to CS participation extending beyond access alone. We discuss practical implications for middle and high schools, emphasising the need for targeted outreach and early exposure to CS to foster a sense of belonging and applicability of CS. By identifying actionable strategies to address participation gaps, this study provides data-driven recommendations for advancing equity in CS education during the critical middle-to-high school transition.

Designing a Student-Centric Computer Science Curriculum: Enabling Flexibility and Personalised Learning in Secondary Schools

2025-09-14T19:29:37+00:00

This study analyses the Computer Science (CS) curricula for grades 9 and 10 in Nepal, emphasising students’ interests and needs within the social context. The study applied the mixed-methods research design. The quantitative data were collected from questionnaire surveys with students and teachers. The qualitative information was collected from curriculum designers, textbook authors, school principals, teachers and students from the Kathmandu valley, Nepal. Random and purposive sampling techniques were used to collect data from the respondents and participants. Data and information were analysed using both quantitative and thematic techniques. The study revealed significant opportunities to enhance the CS curricula by integrating interdisciplinary concepts supported by pragmatic examples. It also highlighted that improving the CS curricula for grades 9 and 10 is a top priority for both schools and students. The study proposes a student-centric CS curriculum development framework that balances between foundational concepts of CS and students' interests. This framework would address the diverse needs of students, considering their physical and mental abilities and interests in their learning. It also suggests that CS students should be included in the curriculum development committee so that they can provide practical feedback and suggestions in the CS curriculum revision process.

Learning to Compute: An Overview of Computing Education in England from 1970 to 2014

2025-09-14T19:29:45+00:00

This paper will present a brief history of computing education in England from 1970 to 2014. It sets out to provide the context which shaped the 2014 computing curriculum. After this curriculum had been in place for almost a decade, the paper provides an opportunity to see how computing skills, including information communications technology (ICT), have been taught in England and how that shifted towards a more computer-science-focused curriculum in 2014. This paper gives a brief overview of how the formal subjects of information technology (IT), ICT, and computing became a strategic part of UK compulsory education. It examines the introduction of computers into schools in the 1980s, what computing in schools looked like, and how different forms of computing were variously integrated into the national curriculum for England and Wales.