Synthesis regarding the general aspects of studying visual programming in pre-university education

Abstract

The tools and platforms for visual programming have become popular worldwide, and many educational institutions are integrating them into the school curriculum to familiarize students with programming and computational thinking. This contributes to preparing students for the constantly evolving digital world and helps them become active and competent citizens in the technology era. The proposed research aims to conduct an analysis of educational policies regarding the implementation of visual programming, both in schools in the Republic of Moldova and in education systems of other countries such as Romania, the United Kingdom, Estonia, or Spain. Aspects to be analyzed include established competencies, educational levels at which visual programming is introduced, programming languages and platforms used, as well as available resources. The goal of this analysis is to identify the experiences, approaches, and best practices used in the reference countries regarding the integration of visual programming in pre-university education. It also aims to propose concrete suggestions for improving the study of visual programming in the Republic of Moldova. These suggestions include recommendations for the curriculum, educational resources, and teacher training to ensure proper preparation of students in the field of visual programming. Visual programming plays a significant role in developing digital skills and computational thinking in students, providing them with the opportunity to express their creativity, learn essential technological skills, and develop logical and systematic thinking.