Elementary school teachers’ reflections on computing instruction

In this study, we examined how in-service elementary school teachers reflected on their implementations of foundational computing instruction in Grades 1–5. Specifically, we investigated which aspects of learner engagement were most salient, how teachers adapted their instructional approaches, and what challenges they encountered most frequently. The study was conducted within the national RINOvacija project in Slovenia — aimed at developing foundational computing knowledge among primary school pupils — involving 63 teachers and 180 post-instruction questionnaires using a convergent mixed-methods design. Regarding engagement — motivation, collaboration, curiosity, and fun were rated highest by teachers. Quantitatively, greater alignment with algorithms and programming content was modestly associated with the Positive Learner Engagement Index (ρ = 0.229, p = 0.031) and more strongly with fun (ρ = 0.322, p = 0.002). Regarding pedagogical adaptations, teachers described scaffolded unplugged approaches, connecting computing concepts to familiar everyday contexts, and iterative lesson refinement. Regarding challenges, the most frequently reported barriers were outdated hardware, time constraints, and uneven pupil readiness. These findings suggest that teachers perceived foundational computing content as engaging for young learners when delivered through play-based approaches. However, translating these isolated successes into scalable, sustainable practice appears to depend on adequate infrastructure, dedicated curriculum time, and ongoing professional development.