ABSTRACT. In today’s society young children grow up in an increasingly digital world, leading to the necessity of embedding fundamental CS-related concepts in early stages of education. In certain regions of Germany, some of them are integrated into an interdisciplinary primary school subject called Primary Social and Science Education. Using this as an exemplary subject, this article focuses on finding strategies for identifying topics that are both suitable for an existing interdisciplinary subject as well as integrated concepts from CS. For this purpose, contexts within already existing CS-related teaching material for primary schools was collected and categorized using an AI-supported qualitative content analysis. Afterwards, these contexts were examined with regard to existing lists of criteria, children’s interest patterns as well as their curriculum relevance and then expanded with additional ideas. The results reveal a wide range of everyday life contexts that can be linked to both social and scientific topics already included in this subject as well as CS-related concepts. Next steps include transferring these findings into teaching material and lessons as well as evaluating them through classroom observation.

ABSTRACT. As information systems are increasingly provided through multi-company collaborations within ecosystems, stakeholder management has become progressively more complex. This research proposes a workshop that uses SVN (Stakeholder Value Network) analysis to teach value exchange in inter-company collaborations within an ecosystem through case studies. We trialled this workshop with university students from the Faculty of Social Informatics, and conducted a thematic analysis of their comments after the workshop. The results suggest that the workshop is effective in helping students understand multi-party value exchange within an ecosystem.

ABSTRACT. Breakthrough technologies are reshaping learning and teaching of Informatics at both high school and university levels. Building on Brookfield’s four lenses of critical reflection—autobiographical, student, peer, and theoretical—we analyze empirically some classroom experiences in both secondary and university contexts. The findings highlight both opportunities and blind spots in current pedagogical approaches, suggesting a pathway toward a more reflective, AI-integrated didactics.

ABSTRACT. Since the rise of AI, there are many possibilities to get code written without human interaction. No coding or other further expertise is needed. These code snippets may be excellent for passing coding classes, but the AI may make mistakes regarding software development or more complex constructs. If that happens, the human programmer must be able to find and fix the error. So, learning programming is as important as ever. When teaching programming to students, the order of the different concepts is significant. The discussion about the order of concepts is almost as old as teaching programming, and every expert has a different opinion. In this paper, we are looking at a small part of learning programming. We take two essential control structures, if-statements, and conditional loops, and investigate wether the order makes a difference in the student's understanding. This study uses test and control groups aged 13 to 14 from the same grade and school. The same concepts were taught in both groups via block-based programming. Only the order of if-statements and conditional loops was changed. Our results indicate that the concepts are better understood if if-statements are taught before conditional loops.

ABSTRACT. In post-conflict environments such as Somalia and its federal member state Puntland, the adoption of e-government and e-learning initiatives faces signifi- cant technological, organizational, and environmental barriers. This study applies the Technology–Organization–Environment (TOE) framework to investigate the implementation of the Learning Passport e-learning platform in Puntland as a component of digital public service delivery. Drawing on qualitative interviews with key stakeholders, the study reveals that while technological factors such as platform usability and content digitization facilitated adoption, organizational challenges—limited institutional capacity, donor dependency, and weak project management—hampered sustainability. Environmental constraints, including fragile governance, socio-economic disparities, and limited ICT infrastructure, further restricted impact. These findings underscore the necessity of context-spe- cific, multidimensional strategies to enhance the viability of e-government and e-learning in fragile states. The study contributes to the literature on digital gov- ernance in post-conflict settings and offers practical guidance for policymakers and development partners in similar contexts.

ABSTRACT. As artificial intelligence (AI) technologies evolve and become increasingly embedded in everyday life, many education systems worldwide have introduced AI as a subject of instruction. However, the pace and nature of AI’s evolution are uneven. While core machine learning techniques have changed gradually, the range of applications and performance of AI systems have expanded dramatically in recent years. What was once considered beyond the reach of AI (such as solving complex mathematical problems) is now achievable. In this dynamic context, learners must be equipped not only with foundational knowledge but also with the ability to transfer their understanding across domains and tasks, in order to adapt their judgement to new capabilities and limitations as they emerge. Transfer is a complex process that does not occur automatically, but can be supported through pedagogical strategies. This article presents a set of empirically grounded recommendations to foster such transfer. These strategies are not meant to be exhaustively implemented, but rather to offer concrete avenues for addressing an urgent educational challenge, while also setting the stage for further research into their effectiveness within AI education.

ABSTRACT. This paper introduces the EQAITE framework, a new tool designed to sup-port educators in evaluating the use of artificial intelligence (AI) in schools. Currently in Beta and undergoing exploratory use ahead of formal testing in the academic year 2025–2026, EQAITE helps teachers and leaders assess AI tools across criteria such as operability, safeguarding, and sustainability. Early findings show that while the framework is aiding reflection and identifying training needs, challenges remain, particularly around data security and the lack of transparency from AI providers. EQAITE offers a structured approach to AI implementation, highlighting gaps in teacher knowledge and in-forming school-wide strategy development.

ABSTRACT. Generative AI is reshaping professional work, creating a gap between indus-try needs and education. This symposium explores bridging this gap with human-centred curricula. Uniting perspectives on policy, competencies, and ethics, it addresses curricular reform and stakeholder responsibility. The goal is to foster a critical dialogue for learning environments founded on human dignity.

Presenters:

• Jaana Holvikivi – Professional Skills in the ICT Field: Changes in the Past and Future

• Marie Collins – Human Skills and Generative AI in Education: An Irish Perspective

• Atsushi Hikita – Elements for Developing AI Literacy

• Daryl Hepting – Human Agency and the “Why”: Reimagining the CS Curriculum with CS2023

ABSTRACT. This article reports on a research collaboration between foreign language di-dactics and computer science that advanced TEACH-R, a VR classroom for teacher training with English, French, and Spanish modules. Designed to en-hance feedback training and foster a constructive and reflective feedback culture in language education, this VR environment is now being empirically investigated. Based on a triangulated qualitative video study with pre-service French teachers (n=8), we present initial findings from training sessions con-ducted in TEACH-R. Our analysis focuses on the different phases of spatial presence experiences and examines disruptions in this process. The study pursues two main objectives: (1) optimizing the VR classroom design through empirical insights, and (2) advancing the theoretical understanding of spatial presence in VR by outlining the research methodology and present-ing initial empirical results.

ABSTRACT. The concept of structures is commonly utilised across various fields, including architecture, music, biology, mathematics, and informatics. Based on the ideas proposed by Papert, this study asserts that structural thinking plays a crucial role in informatics education and research, along with computational thinking (CT). However, despite extensive research on CT, research on structural thinking in the context of school informatics remains scarce. Therefore, this study aimed to address this gap by exploring how structural thinking can be developed through working with floor robots in primary schools. To this end, we conducted a thematic analysis of the Robotics with Ema curriculum. In addition to the independent examination of structural thinking, this study also focused on its relationship with CT. The findings of this study suggest that certain aspects of structural thinking extend beyond the conventional components of CT. The results therefore highlight the importance of addressing these aspects carefully.