Google has published new research on why the gender divide in computer science in Europe persists. 

Based on interviews and surveys with over 3,000 students and education leaders, the report identifies six barriers impacting girls' participation in CS.

This review explores the literature relating to the field of computing education. Its purpose is to identify factors that can contribute to high-quality school computing curriculums, assessment, pedagogy and systems. We will use this understanding of subject quality to examine how computing is taught in England’s schools. We will then publish a subject report to share what we have learned.

This Royal Society report, After the Reboot – Computing Education in UK Schools, explores the challenges and issues facing the subject in primary and secondary schools since the subject was introduced in English schools in 2014.

This guide seeks to help develop a shared understanding of the teaching of computational thinking in schools. It presents a conceptual framework of computational thinking, describes pedagogic approaches for teaching and offers guides for assessment.

This guide has been produced by The Education Foundation and UKIE and funded by the Greater London Authority and the London Enterprise Panel. It provides advice to headteachers and senior leaders on introducing and embedding the new computing curriculum into schools

Schools and universities, how do they work together to support the teaching and learning of computing? by the Council of Professors and Heads of Computing (CPHC) with the CAS Research & Universities Working Group

Digital skills will have a crucial role to play in the UK’s economy beyond the pandemic, helping to drive growth, productivity and innovation across the rest of the economy whilst building on the UK’s status as a world-leader in digital tech.  

This research looks at the future of digital skills, based on new large scale surveys of both employers and young people.

Focusing on teaching and learning within the computing curriculum, in particular exploring the role of “digital literacy”. Through this report, we seek to better define digital literacy, highlight its presence and importance in the computing curriculum, and outline a progression for digital literacy