Experiencing Creativity in Upper Secondary Level Computer Science in Ireland: the synergistic role of Content, Pedagogy and Assessment

Background. The computer science subject was introduced in the upper secondary level curriculum in Ireland in 2018. Since its implementation in 40 pilot schools, the subject has since expanded and has been made available in over 224 secondary schools, as of 2024. Given its recent introduction in secondary education, little is known about students’ experiences of the subject. Objectives. Exploring students’ experiences of the CS subject is important as students can provide valuable insights into the subject and their learning experiences, that can help improve the subject going forward. This paper specifically explored students’ experiences of creativity in the computer science subject in a sample of Irish secondary schools. Method. The study employed a qualitative approach. Twenty-seven one-to-one semi-structured interviews were conducted with upper secondary level students, and other data collection methods were used to gain a deeper understanding of how students perceived and experienced computer science. A thematic analysis was conducted to analyze the data. Findings. The study found that students had positive experiences with the subject. CS was portrayed as a creative subject that was accessible for all students. Conclusions. The study identified that students’ experiences of creativity in computer science was mediated by its content, pedagogy and assessment, with this mediation being facilitated by teachers’ enactment of the subjects’ curriculum specification.