Capacity for, access to, and participation in computer science education in Ireland

Connolly, Cornelia, & Kirwan, Colette. (2023). Capacity for, access to, and participation in computer science education in Ireland. Galway, Ireland: University of Galway, https://doi.org/10.13025/bccm-2c38

Abstract

According to the European Commission’s Digital Education Action Plan 2021-2027, to enhance digital skills and competences for the digital era, opportunities to learn basic digital skills must be provided from an early age. These include computing education, along with comprehensive knowledge and understanding of data-intensive technologies, such as Artificial Intelligence (AI). The recently published “Harnessing Digital: The Digital Ireland Framework’’ states that the digital transformation of the Irish economy involves “strengthening the centrality of education, research and innovation in the Irish economy” (Department of the Taoiseach, 2022, p.11). Computer Science (CS) is the study of computer technology, including how coding, programming and computational thinking can be used to solve problems, and how computing technology impacts the world around us. Throughout the world, CS curricula are being introduced in primary and postprimary education systems, offering young people the opportunity to move away from being passive users of computers to becoming designers and to developing a thorough understanding of how technology works. Coupled with this is the knowledge, ways of thinking, problem-solving and creativity involved in the diverse field of CS – skills that are invaluable for individuals in the 21st century, and that can bring the benefits of innovation and digital transformation to national and global economies alike. The Irish education system has embraced CS in recent years through pilot projects to integrate computational thinking into the primary curriculum, by introducing CS as a stand-alone subject at postprimary, and by developing initial teacher education and continuous professional development/in-service teacher programmes. It is therefore timely to assess the ecosystem in terms of capacity for, participation in, and access to CS in order to preserve the success and growth of this relatively new discipline, and to ensure it remains rooted in an active and equitable approach to participation by all young people across Ireland. This study, led by the School of Education at the University of Galway and supported by Google, evaluates the provision of CS in schools in Ireland through a lens of diversity and inclusion. This report unbundles the national landscape and positions CS at the forefront of the wave of policy, accreditation and transformative change already underway in the Government of Ireland’s digital agenda. The findings have implications for the integration of CS into the curriculum and into teacher education nationally, along with future developments in education and digital policy.

Publisher

University of Galway

Rights

CC BY-NC-ND 3.0 IE

cbn

Collections

School of Education (Reports)