Vocational Education and Training (VET) faces significant challenges in equipping individuals for modern workplaces, which increasingly require digital literacy and Computational Thinking (CT) skills. This paper addresses the imperative of integrating CT into VET programs and outlines key research questions. Our methodology primarily involves a systematic literature review, resulting in the identification of 29 relevant papers. Through qualitative content analysis, we develop a CT integration framework that connects CT practices and integration elements to the engineering design process, while highlighting the VET context. Arguably, the innovative aspect of this framework lies in its core dimensions of harnessing computational power for enhanced efficiency. Raising the question of whether computers can optimize the efficiency and effectiveness of specific tasks is paramount for addressing challenges in technology-rich environments. Therefore, this inquiry merits unwavering attention at every stage of the process. The proposed framework provides educators with a structured approach to identify integration opportunities and help prepare students for multifaceted vocational careers. Furthermore, other key findings underscore the inherently interdisciplinary nature of VET, the growing demand for STEM competencies, and the transformative potential of CT integration. Implications emphasize the need for further research, supportive policies, and practical CT integration. Despite limitations, this study strongly advocates for CT integration, empowering VET students for success in the contemporary workforce.

In many countries, computer programming is becoming an integral part of the secondary school curriculum. However, many teachers, especially in the first years of Flemish secondary school, have limited experience with teaching programming. To improve their knowledge about programming, many different types of professional development programs have been proposed. Nevertheless, these programs mostly focus on technical skills and less on pedagogical skills. One aspect that is often overlooked in these programs is how teachers can assess code. To get insight into what teachers currently value when assessing code, we designed an experiment that analyzes the different aspects teachers consider during the assessment of code. During the experiment, the teachers (N=13) assess a set of programs from five different fictional learners. After the assessment, they participated in a semi-structured interview, giving us insight into the assessment process. We evaluated the transcripts of the interviews using deductive thematic analysis using a coding schema defining the different aspects of code that can be assessed. Additionally, we linked the assessment strategies of teachers to their teaching experience. Our results indicate that many teachers are unaware of the different concepts that can be part of the assessment of code, which might lead to inaccurate or invalid feedback. Moreover, although our experimental group was too small to draw hard conclusions about the inter-case results, our results indicate that the number of concepts considered by teachers seems to increase with experience. These results provide an initial insight into the code assessment practices of teachers and reveals interesting pathways for future research into the assessment of code.

The integration of computational thinking into compulsory education has been accompanied by the development of digital tools, such as programming environments. These tools are often accompanied by teacher dashboards to support instruction within the classroom. However, the effectiveness of dashboards is usually hindered by limited teacher input in their design, challenges in data interpretation and low adoption rates. This study explores the dashboard design preferences of upper primary and lower secondary computer education teachers in Flanders. It focuses on indicators related to student learning progress, the role of dashboards in supporting teaching, the use of different display formats like charts and tables, and the level of data detail, ranging from broad overviews to individual insights. We used a mixed-methods approach to conduct surveys (N = 38) and semi-structured interviews (N = 10) to examine teachers’ needs and expectations of dashboards for programming environments. Conjoint analyses show that teachers prioritise the types of indicators displayed, assign moderate importance to the display format and dashboard role, and view data granularity as the least important factor. Interviews complement these data, further suggesting that teachers’ preferences are influenced by their context. This study highlights the need for adaptable dashboard designs that accommodate evolving pedagogical requirements.