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This study aims to deepen the understanding of how computer programming is taught and assessed in Swedish schools by focusing on teachers’ perspectives. It explores how technology teachers (teaching years 4–6, students aged 10-12) perceive their roles and responsibilities in teaching computer programming, primarily within the technology subject, and examines what computer programming content is taught and assessed. The research is based on a survey and interviews with seven experienced teachers who taught computer programming before it became mandatory. The findings reveal similar views among the teachers but also significant variation in assessment practices, categorized into four distinct personas, ranging from a strong disciplinary content and product focus to a weaker disciplinary content and process orientation. The discussion reflects upon how these variations may be influenced by teachers’ backgrounds, computer programming knowledge, and unclear policy documents. The conclusions suggest that, due to this variety, Swedish students may not be equally equipped with the digital skills needed for participating in a digitalized society. To enhance equity, we argue that teachers need better preparation to effectively integrate computer programming skills across subjects. Additionally, we recommend clearer national guidelines on how to teach computer programming and how to assess this subject content in compulsory education. © 2025, The Design and Technology Association. All rights reserved.

There is a recognized need for research on how to teach computer programming in primary schools in Sweden grades 4–6 (10–12-year-old pupils). Studies of teaching show the importance of teachers’ knowledge of content and pedagogy and how these two parts affect each other (i.e. pedagogical content knowledge [PCK]). Most teachers in Sweden have little or no formal education in computer programming, the revised Swedish curriculum requires them to teach it. The aim of this study is to explore the pedagogical strategies teachers use when they teach computer programming. Semi-structured interviews were conducted with 14 participants, comprising 12 teachers and 2 teacher trainers. The data were analysed deductively with themes from previous research. The results show that teachers use eight pedagogical strategies, including three new strategies that have been constructed inductively: do-it-yourself, gamification and progression. These eight pedagogical strategies are mostly general, and teachers may be considered regressed experts, as they lack formal training in computer programming. They facilitate learning in a general sense, but, compared to other subjects, their PCK in computer programming is problematized. In-service teacher training is needed to increase content knowledge, thus enabling to develop PCK in computer programming. It would also be fruitful to deepen our knowledge regarding pedagogical strategies in the PCK domain of computer programming.

There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system.