The transnational report summarizes and compares research for the TINKER project, co-funded by Erasmus+, which aims to develop a gender-inclusive framework for teaching informatics in European schools. Research was conducted by nine organizations across six countries: Cyprus, Italy, Greece, Ireland, Netherlands, and Croatia. <\/p>\n\n\n\n
Focus groups with 55 teachers and an online survey with 432 respondents explored the current state of informatics education in these countries. The study highlighted similarities and differences in informatics education at the upper primary and lower secondary levels, emphasizing the need for authentic and gender-inclusive teaching approaches. <\/p>\n\n\n\n
Persistent challenges identified include inadequate resources, limited teacher training, and lack of clear guidelines, despite different curriculum frameworks and pedagogical methods. Both desk and field research underscored recurring issues that hinder progress, such as resistance to change, insufficient support structures, and a lack of tailored materials and strategies. <\/p>\n\n\n\n
These barriers impede the promotion of authentic learning experiences and gender inclusion initiatives. Effective implementation of inclusive and innovative teaching practices is crucial for equipping students with essential digital competencies and fostering diverse and equal learning environments.<\/p>\n\n\n\n