High quality research for a global impact
At CSEdBotswana, we are committed to advancing computer science education through high-quality, peer-reviewed research. As part of our vision, we investigate the teaching and learning of computer science in Botswana and generate insights that inform both local and global educational practices. Our findings are published in internationally recognized computer science education conferences and journals to ensure our work contributes to the broader academic and practitioner communities.
Investigating K-12 Computing Education in Botswana and other three African countries
Together with other researchers, we conducted a study investigating the capacity for delivering computing education in four Sub-Saharan African countries: Botswana, Kenya, Nigeria, and Uganda, countries which are in different geographic regions as well as in different income brackets (low-middle income).
Teachers for the four African countries were given a survey from the 1st of December 2020 to the 31st of January 2021. Fifty-eight teachers completed the survey in its entirety and gave permission for the data to be shared publicly. The final data set has been made publicly available here.
The analysis has shown that, there is still a need for resources (policies, funding, curriculum, and infrastructure) for computing in the four African countries and that it is difficult to instigate teacher professional development in topics like programming while that is still being developed.
The data also shows that African countries are still focusing on the capacity for level of the CAPE framework and until the needs of that level are met, they will struggle to progress to issues around providing access to the curriculum across the population. We propose that the underlying layer of “Capacity for” be more multi-layered as shown in Figure 1.
Figure 1: A multi-faceted view of capacity for computing education
Tshukudu, E., Sentance, S., Adelakun-Adeyemo, O., Nyaringita, B., Quille, K., & Zhong, Z. (2023). Investigating K-12 computing education in four African countries (Botswana, Kenya, Nigeria, and Uganda). ACM transactions on computing education, 23(1), 1-29.
Broadening Participation in Computing: Experiences of the Hour of Code in an African Country
To increase participation in formal computer science education in underrepresented regions like Africa, an initiative called CSEdBotswana was launched in Botswana. To take an initial step towards this change, an "Hour of Code" (HoC) event was carried out, engaging 16 secondary schools, over 700 students, 20 teachers, and 20 facilitators. In this paper, we recount our firsthand experiences of organizing the Hour of Code event, with a focus on its impact on students’ attitudes towards programming, as well as the experiences of teachers and facilitators. The results indicate a positive impact on students’ perceived importance of programming, engagement, and learning but no significant impact on their interest in pursuing programming. The feedback from teachers and facilitators underlines the potential of Hour of Code as an educational tool, while also highlighting the requirement for more resources and teacher expertise. This research forms part of a broader study aimed at expanding participation in formal computer science education in a developing country.
Tshukudu, E., Kallia, M., Childs, K., & Darragh, W. (2023, September). Broadening Participation in Computing: Experiences of the Hour of Code in an African Country. In Proceedings of the 18th WiPSCE Conference on Primary and Secondary Computing Education Research (pp. 1-4).
As computing and technology shape the future, education pathways must prepare students for careers in a digital world. Ensuring equitable access to computing education requires collaboration across schools, universities, industry, government, and community organizations. International partnerships further strengthen these efforts by providing diverse perspectives and shared strategies.
In a panel discussion featuring experts from the United States, Thailand, and Botswana, we explore how cross-sector and international coalitions can support inclusive computing education. Panelists shared insights into their national efforts, discussed challenges and opportunities, and highlighted how global networks can drive positive change. This session aimed to inspire educators and researchers to build their own partnerships, leveraging international collaboration to create more accessible and impactful computing education pathways.
Kennedy, A., Naowaprateep, W., & Tshukudu, E. (2023, June). Global Partnerships in Computing Education: Strengthening Pathways through Science Diplomacy. In Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 2 (pp. 599-600).
Bilingual Programming: A Study of Student Attitudes and Experiences in the African context
At CSEdBotswana, we are investigating how bilingual programming—using both Setswana and English—affects students’ engagement and attitudes toward computer science. In a study with Senior Secondary School students, we compared a bilingual programming approach to an English-only one using Hedy, a gradual programming language.
Our research found that students who coded in both languages attempted more exercises and showed greater comfort in using programming concepts. While all students experienced increased confidence, enjoyment, and motivation, those in the bilingual group reported feeling significantly more at ease with coding. These findings suggest that integrating native languages into programming education can enhance engagement and understanding, paving the way for further research on the role of language in computer science learning.
Tshukudu, E., Dodoo, E., Hermans, F., & Mudongo, M. (2024, November). Bilingual Programming: A Study of Student Attitudes and Experiences in the African context. In Proceedings of the 24th Koli Calling International Conference on Computing Education Research (pp. 1-11).
We are delighted that this work won Distinguished Paper at CompEd 2025!
The delivery of culturally relevant content in K-12 computing education is widely recognized as essential for engaging students and fostering meaningful learning experiences. However, in many African contexts, K-12 computing teachers feel unprepared to address this need. Course materials often fail to reflect the cultural and linguistic diversity of the students they serve. In this study, we conducted participatory design sessions with education stakeholders, including primary and secondary school teachers, to develop culturally relevant programming activities for a national programming outreach initiative in Botswana. Our findings emphasize the importance of relatable examples and a balanced approach to integrating cultural elements into learning materials. Challenges, such as diverse dialects and difficulties with direct translation, led stakeholders to adopt a bilingual approach to the initiative. This research contributes insights into the complexities of integrating culturally relevant programming languages and course materials and highlights the need for flexibility and adaptability. The implications of this study include the need for cross-regional research collaborations, teacher training and guidelines, and empowering teachers to effectively integrate cultural elements, promoting inclusivity and cultural responsiveness in programming education.
Dodoo, E. R., Childs, K., & Tshukudu, E. (2025, October). Exploring the Role of Culture and Bilingualism in Programming Activities: Lessons from African Educators. In Proceedings of the ACM Global on Computing Education Conference 2025 Vol 1 (pp. 282-288).
We conducted a study in Botswana to examine secondary school students' conceptions and use of artificial intelligence (AI) technologies (n =86, ages 16 - 18). Students' responses to a written survey were analysed and mapped to the SEAME framework. All surveyed students reported using AI tools, including to help with their studies, which highlights the need to teach about AI in Botswana. Based on our findings about students' conceptions about AI, instructional materials should consider including social and ethical aspects of AI use, and teach students about the varied uses of AI technologies.
Childs, K., Tshukudu, E., Alogeng, G., Case, D., Molebatsi, T. V., & Dodoo, E. R. (2025, October). Secondary Students' Conceptions of AI in an African Country. In Proceedings of the ACM Global on Computing Education Conference 2025 Vol 2 (pp. 383-384).
While global interest in K–12 AI and ML education grows, many African education systems lack foundational computing education beyond basic computer literacy. This creates unique challenges for AI integration in countries where computer science isn't part of the K–12 curriculum. Teachers are central to this effort, but little is known about what motivates them to engage with these technologies or how they use them. This study examined what motivates K–12 teachers to engage with AI and ML in Botswana. Using a mixed-methods approach, we surveyed 59 teachers using an adapted version of the Motivation to Teach Computer Science (MTCS) scale and open-ended questions. We used Self-Determination Theory (SDT) as a lens to interpret the findings. Results showed that intrinsic motivation and identified regulation were primary drivers. Context-specific, extrinsic factors were also observed, including a desire to improve educational systems and concerns about infrastructure in schools. Access disparities in teachers' use of AI emerged: secondary and computing teachers with better infrastructure used AI tools more frequently than primary or non-computing teachers. The results show that while teachers' engagement with AI stems from perceived teaching and learning value, sociocultural factors like infrastructure determine how motivation translates into practice. These findings have implications for professional development, infrastructure planning, and inclusive AI adoption in resource-constrained education systems.
Tshukudu, E., Childs, K., Alogeng, G., Dodoo, E. R., Case, D. R., & Molebatsi, T. V. (2026, February). Exploring K–12 Teacher Motivation to Engage with AI in Education. In Proceedings of the 57th ACM Technical Symposium on Computer Science Education V. 1 (pp. 1075-1081).