Experience AI: Reaching millions of young people with AI literacy
AI is shaping the world young people are growing up in, and understanding how it works, as well as its benefits and risks, is now essential. That’s the goal of Experience AI, our global education programme created in collaboration with Google DeepMind. Today, as we celebrate three years of the programme, we’re sharing our latest… The post Experience AI: Reaching millions of young people with AI literacy appeared first on Raspberry Pi Foundation.
AI is shaping the world young people are growing up in, and understanding how it works, as well as its benefits and risks, is now essential. That’s the goal of Experience AI, our global education programme created in collaboration with Google DeepMind. Today, as we celebrate three years of the programme, we’re sharing our latest impact report, highlighting how the programme is helping educators and young people around the world build the knowledge and confidence to engage with AI critically and responsibly. From tens of thousands of educators to millions of learners Since launching 3 years ago in April 2023, Experience AI has grown into a truly global initiative: More than 30,000 educators trained, who can reach an estimated 2.9 million young people Over 700,000 resource downloads across 180+ countries A network of partners in 38 countries Resources available in 19 languages <img fetchpriority="high" decoding="async" width="1494" height="960" src="https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-15-at-09.53.42.png" alt="Infographic" class="wp-image-92852" style="aspect-ratio:1.556276053728578;width:694px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-15-at-09.53.42.png 1494w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-15-at-09.53.42-300x193.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-15-at-09.53.42-500x321.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-15-at-09.53.42-768x493.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-15-at-09.53.42-800x514.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-15-at-09.53.42-450x289.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-15-at-09.53.42-900x578.png 900w" sizes="(max-width: 1494px) 100vw, 1494px" /> These numbers reflect the growing global demand for AI literacy teaching, and the power of partnerships to meet that need. But the real impact is what happens in classrooms. From “AI is complicated” to confident teaching For John Pierce, a teacher at Mwingo Academy Primary School in Kenya, AI once felt out of reach. “I thought that AI was complicated — maybe a puzzle” <img decoding="async" width="600" height="338" src="https://www.raspberrypi.org/app/uploads/2026/04/2W3A1873-1.jpg" alt="John Pierce, a teacher at Mwingo Academy Primary School in Kenya" class="wp-image-92855" style="aspect-ratio:1.7752094770297602;width:738px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/2W3A1873-1.jpg 600w, https://www.raspberrypi.org/app/uploads/2026/04/2W3A1873-1-300x169.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/04/2W3A1873-1-500x282.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/04/2W3A1873-1-450x254.jpg 450w" sizes="(max-width: 600px) 100vw, 600px" /> After taking part in Experience AI training, John’s perspective shifted. With structured lessons and ready-to-use resources, he now helps his students see AI as something they can understand and engage with. “My learners are really enjoying the lessons… They keep asking, ‘Teacher, when are you having computer classes?’” John’s experience reflects what we see across the programme: when teachers feel confident, students become curious, engaged, and motivated to learn more, often continuing those conversations beyond the classroom. Building confidence, not just knowledge A core focus of Experience AI is supporting educators, many of whom are new to teaching AI concepts. Our evaluation shows this approach is working: 93% of educators say the training increased their knowledge of AI concepts 87% report increased confidence in teaching AI In Malaysia, educator Lee Siew Ling had previously struggled to explain AI concepts clearly. “Before this, I just shared simple examples… It was too hard to explain the concepts clearly to my students.” <img loading="lazy" decoding="async" width="2560" height="1707" src="https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-scaled.jpg" alt="Lee Siew Ling, educator in Malaysia" class="wp-image-92858" style="aspect-ratio:1.4997337120539678;width:670px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-scaled.jpg 2560w, https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-2048x1365.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/04/20251029_XJP_360-900x600.jpg 900w" sizes="auto, (max-width: 2560px) 100vw, 2560px" /> With Experience AI resources, that changed. “The materials make it easier to teach AI… After using them, I became more confident to guide my students.” By reducing preparation time and providing clear, structured lessons, the programme enables teachers to focus on what matters most: supporting their students’ learning. Helping young people understand, and question, AI The impact extends directly to learners. Across classrooms worldwide: 89% of students say they better understand what AI and machine learning are 87% say they better understand the benefits and risks of AI This is critical. AI literacy isn’t just about using technology, it’s about understanding how it works, questioning it, and recognising its societal impact. <img loading="lazy" decoding="async" width="2560" height="1707" src="https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-scaled.jpg" alt="Kim Williams, Head of Computing, at Wymondham College in the UK " class="wp-image-92861" style="width:699px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-scaled.jpg 2560w, https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-2048x1366.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-800x534.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/04/RS_UK_Wymondham_College_Kim_Williams_single_003-900x600.jpg 900w" sizes="auto, (max-width: 2560px) 100vw, 2560px" /> At Wymondham College in the UK, Head of Computing, Kim Williams highlights the value of having trusted, research-informed resources: “Experience AI gave us a real structure to follow… It helps us deal with misconceptions and gives students the right messages.” Through these lessons, students are not just learning about AI, they are developing the critical thinking skills they need to navigate a world shaped by it. A global effort to democratise AI education Experience AI’s reach is only possible through collaboration. Working with partners around the world, we localise content to make it relevant to different cultures and contexts, ensuring that AI education is not only accessible, but meaningful. <img loading="lazy" decoding="async" width="2500" height="1974" src="https://www.raspberrypi.org/app/uploads/2026/04/15.jpg" alt="At the award ceremony of the 2025 UNESCO King Hamad Bin Isa Al-Khalifa Prize. © Government of the Kingdom of Bahrain" class="wp-image-92865" style="aspect-ratio:1.266490765171504;width:638px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/15.jpg 2500w, https://www.raspberrypi.org/app/uploads/2026/04/15-300x237.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/04/15-500x395.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/04/15-768x606.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/04/15-1536x1213.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/04/15-2048x1617.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/04/15-800x632.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/04/15-450x355.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/04/15-900x711.jpg 900w" sizes="auto, (max-width: 2500px) 100vw, 2500px" /> This work has also been recognised globally. In 2025, Experience AI was named a laureate of the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education, highlighting its strong ethical foundations and international impact. Looking ahead We’re continuing to expand and evolve the programme, updating resources, developing new materials for different age groups, and growing our global partner network. By the end of 2026, we expect to reach over 45,000 educators who can reach an estimated 4.4 million young people. Because the challenge is clear: AI literacy should not be limited to a few. Every young person deserves the opportunity to understand and shape the technologies influencing their future. Read the full Experience AI impact report to explore the data, stories, and insights behind this work. rpf.io/expai-impact The post Experience AI: Reaching millions of young people with AI literacy appeared first on Raspberry Pi Foundation.
Many paths into mentoring: Building inclusive Code Clubs in Glasgow
Across Glasgow’s libraries, Code Clubs are opening doors for young people to explore creativity, problem-solving, and confidence through coding. Behind many of these sessions is Claire Quigley, who supports volunteers and helps Code Clubs thrive in community spaces across the city. Claire’s story challenges the idea that there is only one route into technology or… The post Many paths into mentoring: Building inclusive Code Clubs in Glasgow appeared first on Raspberry Pi Foundation.
Across Glasgow’s libraries, Code Clubs are opening doors for young people to explore creativity, problem-solving, and confidence through coding. Behind many of these sessions is Claire Quigley, who supports volunteers and helps Code Clubs thrive in community spaces across the city. <img loading="lazy" decoding="async" width="1000" height="725" src="https://www.raspberrypi.org/app/uploads/2026/04/image3-1.png" alt="Claire Quigley " class="wp-image-92820" style="width:654px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image3-1.png 1000w, https://www.raspberrypi.org/app/uploads/2026/04/image3-1-300x218.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image3-1-500x363.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image3-1-768x557.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/image3-1-800x580.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/image3-1-450x326.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/image3-1-900x653.png 900w" sizes="auto, (max-width: 1000px) 100vw, 1000px" /> Claire’s story challenges the idea that there is only one route into technology or mentoring. With a background in computer science and a passion for teaching, she now helps create welcoming, inclusive environments where young people — and volunteers — from a wide range of backgrounds can belong. From computing to community Claire’s Code Club journey began long before she worked in libraries. With a degree and PhD in computer science, she spent time in academia before finding her way to community-based learning and volunteering. Teaching runs in her family, and sharing knowledge has always brought her joy. That’s why, after being introduced to CoderDojo (part of the Code Club community) through a friend, Claire began volunteering at club sessions. “I had always intended to work in academia but, working as a postdoc for a couple of years, realised it wasn’t what I wanted to do long term. CoderDojo sessions gave me and the other volunteers a chance to look at more adventurous coding topics, without the constraints of curriculum and the time-pressure that teachers have to contend with. “We were also able to engage with children and young people who were struggling with the formal education environment for a variety of reasons. Doing well at something they enjoyed increased their confidence and was often a factor in helping them become more engaged at school.” <img loading="lazy" decoding="async" width="1100" height="843" src="https://www.raspberrypi.org/app/uploads/2026/04/image6.png" alt="Young learner at a Code Club in Glasgow" class="wp-image-92821" style="aspect-ratio:1.3048860409233234;width:582px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image6.png 1100w, https://www.raspberrypi.org/app/uploads/2026/04/image6-300x230.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image6-500x383.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image6-768x589.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/image6-800x613.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/image6-450x345.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/image6-900x690.png 900w" sizes="auto, (max-width: 1100px) 100vw, 1100px" /> Becoming a Code Club volunteer eventually led Claire to her current role coordinating Code Clubs across Glasgow Life venues, including Mitchell Library, Gorbals, Drumchapel, and beyond. “Working with Glasgow Life colleagues across libraries, communities and museums has given me the chance to connect with children, young people and adults in a non-threatening environment. Mixing coding with mediaeval manuscripts, wearable tech, poetry or electronic music has allowed people to approach a topic they hadn’t considered interesting or understandable and make some really original and fun things.” Inside a Code Club session Stepping into one of Claire’s Code Club sessions, you’ll find a mix of focus, laughter, and creative chaos. Young people gather around laptops in library spaces to build games and animations in Scratch, experiment with micro:bits, and help each other solve problems as they go. Sessions vary by location and age group. Some run weekly, others every two weeks, and each has its own character — from younger children discovering coding for the first time to teenagers returning with ambitious ideas they want to bring to life. “The clubs are quite varied, depending on location, size and the personality mix of the coders and volunteers. Some clubs are quieter, while others are very lively! Scratch features prominently in most clubs. The children really enjoy the way it allows them to bring in topics they’re interested in, design their own characters, or build games inspired by other games they’ve played.” <img loading="lazy" decoding="async" width="1100" height="843" src="https://www.raspberrypi.org/app/uploads/2026/04/image5-1.png" alt="Young learners at a Code Club " class="wp-image-92822" style="aspect-ratio:1.3048860409233234;width:648px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image5-1.png 1100w, https://www.raspberrypi.org/app/uploads/2026/04/image5-1-300x230.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image5-1-500x383.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image5-1-768x589.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/image5-1-800x613.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/image5-1-450x345.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/image5-1-900x690.png 900w" sizes="auto, (max-width: 1100px) 100vw, 1100px" /> For Claire, these sessions are about more than learning to code. They’re spaces where young people practise problem-solving, learn to ask for help, and gain confidence in sharing their ideas. “Some coders come with a friend or have made friends at the club. So there are often children working together on a project, chatting to each other about what they’re working on, or showing each other how to do something.” Inclusion, confidence, and belonging Inclusion is core to Claire’s approach. From running all-girls sessions to supporting volunteers and young people with neurodivergence and other additional needs, her focus is on creating spaces where everyone feels welcome. “One young coder who spends a lot of time in his local library after school, but can be a bit boisterous, agreed to come and join the club. Initially a bit hesitant, he soon displayed a real talent for solving coding puzzles. “He was particularly proud when, encouraged to try the challenge level rather than skipping past it, he solved it quickly. We printed a Code Club ‘Problem-solving Champion’ certificate for him and he carefully folded it up to take home.“ Claire has seen firsthand how confidence can grow when people are given time, patience, and encouragement. Volunteers: The backbone of Code Clubs That sense of belonging doesn’t stop with young people — it extends to the volunteers who help make these spaces possible. For some volunteers, involvement in Code Club has been a stepping stone to employment, new skills, or a stronger sense of belonging. Like many community programmes, Code Clubs in Glasgow were disrupted by the pandemic. It made one thing clear: clubs only work when volunteers are willing and supported to run them. With fewer library staff available to anchor sessions, rebuilding the clubs meant casting a wider net for volunteers. As a result, volunteers arrived with more diverse life experiences, ways of thinking, and approaches to problem-solving, which enriched the sessions and created more inclusive learning environments for young people. <img loading="lazy" decoding="async" width="1100" height="843" src="https://www.raspberrypi.org/app/uploads/2026/04/image4-1.png" alt="Young learner at a Code Club " class="wp-image-92826" style="aspect-ratio:1.3048860409233234;width:690px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image4-1.png 1100w, https://www.raspberrypi.org/app/uploads/2026/04/image4-1-300x230.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image4-1-500x383.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image4-1-768x589.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/image4-1-800x613.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/image4-1-450x345.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/image4-1-900x690.png 900w" sizes="auto, (max-width: 1100px) 100vw, 1100px" /> “I recruit mainly through the Glasgow Life volunteering website. I also advertise through STEM Ambassadors, via my contacts in local universities, colleges and tech companies, in the newsletter my colleague sends to students in the Glasgow Code Learning programme, and by putting up posters in libraries. “I’m really keen to try and get a mixture of qualities in a team. I try to ensure at least one person is a confident programmer, who can help with trickier bugs and more advanced topics. However, I’m also keen to have volunteers who may not have so much of a technical background but are good at chatting to children and helping create a real sense of it being a club.“ Who makes a good Code Club volunteer? One of the most important messages Claire wants to share is that there is no single type of Code Club volunteer. Students, career-changers, refugees, people returning to work, and neurodivergent people all bring valuable perspectives. While technical skills are helpful, Claire believes empathy, curiosity, and willingness to learn alongside young people are just as important. “Finding out how to do something by searching online, asking other coders and the mentors is part of the code club experience (and the experience of being a professional programmer!) The main thing is not to be afraid to admit you don’t know something. Although this can be alarming at first, I’ve found the coders are happy to be told that I’ll look at it over the next week and report back. And that they should do the same so we can compare notes. And if they know how to do something that you don’t, they absolutely love explaining it to you!“ We asked Claire what she would say to someone who doesn’t see themselves as ‘technical enough’ but is curious about getting involved: “The majority of library staff didn’t have any background in programming. They are simply happy to learn as they go along and help the children make their ideas come to life. In fact, one of these ‘non-technical’ staff ran a very popular and successful club and supported a team of coders to develop a project that [was chosen as a judges’ favourite] at Coolest Projects.” As Code Clubs continue to grow and adapt, Claire hopes to see even more people step forward, especially those who might not immediately picture themselves in a mentoring or volunteering role. <img loading="lazy" decoding="async" width="1000" height="767" src="https://www.raspberrypi.org/app/uploads/2026/04/image1.png" alt="Young learner at a Code Club " class="wp-image-92827" style="aspect-ratio:1.3038100550529916;width:641px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image1.png 1000w, https://www.raspberrypi.org/app/uploads/2026/04/image1-300x230.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image1-500x384.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image1-768x589.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/image1-800x614.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/image1-450x345.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/image1-900x690.png 900w" sizes="auto, (max-width: 1000px) 100vw, 1000px" /> Where community impact begins — with people By keeping Code Clubs rooted in libraries and community spaces, it is possible to reach people across a wide range of backgrounds and circumstances. Claire’s story is a reminder that community impact is built by people who care and that supporting young people with coding is about far more than technology alone. It’s about confidence, connection, and opening doors. For anyone curious about supporting young people with coding, there are many ways to get involved. You don’t need to be an expert, as mentors support young people by encouraging curiosity, helping build confidence, and learning alongside them. If you’d like to find out more about what mentoring looks like and the different ways you can contribute, visit the Code Club mentor page to explore guidance, training, and next steps. The post Many paths into mentoring: Building inclusive Code Clubs in Glasgow appeared first on Raspberry Pi Foundation.
Experience CS: The complete set of units is live
The complete set of Experience CS units is now available. With the release of the final six units, Experience CS now provides 18 cross-curricular, project-based computer science units for grades 3–8. It offers educators a collection of free, standards-aligned units to bring computing into their classrooms with confidence. This milestone marks the culmination of a… The post Experience CS: The complete set of units is live appeared first on Raspberry Pi Foundation.
The complete set of Experience CS units is now available. With the release of the final six units, Experience CS now provides 18 cross-curricular, project-based computer science units for grades 3–8. It offers educators a collection of free, standards-aligned units to bring computing into their classrooms with confidence. <img loading="lazy" decoding="async" width="1854" height="1716" src="https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37.png" alt="The six final units shown on the Experience CS curriculum page. " class="wp-image-92801" style="aspect-ratio:1.0804292777040878;width:647px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37.png 1854w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37-270x250.png 270w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37-500x463.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37-768x711.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37-1536x1422.png 1536w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37-800x740.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37-450x417.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-10.22.37-900x833.png 900w" sizes="auto, (max-width: 1854px) 100vw, 1854px" /> Some of the units on the Experience CS website This milestone marks the culmination of a year of development, iteration, and collaboration with educators. The result is a set of learning resources designed by educators for educators, for real classrooms and real teaching needs. What is Experience CS? Experience CS is built to make computer science (CS) accessible, engaging, and relevant for all learners, and teachable for all educators. Rather than treating CS as a standalone subject, Experience CS integrates computing into core subjects like science, math, and the arts. Students learn key concepts such as sequencing, loops, cybersecurity, and networks while exploring meaningful, real-world themes. The Experience CS platform includes a school-safe version of Scratch that is easy for teachers to use and where students can explore making coding projects. Every Experience CS unit includes: Ready-to-use lesson plans Slides and teaching resources Student activities and starter Scratch projects Step-by-step teacher guidance No prior computer science experience is required — Experience CS makes it easier than ever for schools to get started. From launch to completion Since we launched Experience CS in June 2025 with the first 6 units, we’ve worked steadily to create more resources, guided by feedback from educators and classroom testing. Now complete, Experience CS offers: A fully scaffolded learning experience for students aged 8–14 18 classroom-ready units 3 units per grade level (Grades 3–8) Along the way, we have also added: Unit 0: Getting started, introducing Scratch and the Code Editor for Education platform Spanish and French translations, broadening access for more learners Updates informed by teacher feedback What are the newest units about? The final Experience CS units give students more opportunities to create, explore, and apply their learning: Unit 3.3 — Like, literally? Bring figurative language to life! Students animate an idiom in Scratch, use code to check user guesses, and create an interactive project that reveals the meaning behind the words. Unit 4.3 — Logic and lore: Design a hero and build a survival game! Students determine character stats, create power-ups, and use code to determine their character’s fate. Unit 5.3 — What are the odds? Can a program predict your future? Students build a yes-or-no response generator, explore how data is stored, and test whether their program’s predictions match real-world results. Unit 6.3 — Under the sea: Discover how messages travel across the world! Students explore networks, packets, and error-checking, then create an interactive program that tells the story of digital communication in action. Unit 7.3 — Cipher quest: Crack codes and design your own digital escape room! Students explore ciphers, build secure password systems, and use programming to hide and protect secret information. Unit 8.3 — Art all around: Use code to create stunning abstract art! Students design algorithms, transform shapes, and build programs that turn mathematical ideas into original works of art. What’s next for Experience CS? While the curriculum is now complete, our work to expand access is just getting started. Events and professional development Throughout 2026, we will host sessions, workshops, and conference events to support educators across the US in bringing Experience CS into their classrooms. These free professional development opportunities will help teachers build confidence, explore best practices, and connect with a growing community of educators. We will host a webinar on April 30 at 3pm CT / 4pm ET to highlight the new units. Register today to join: Register for the webinar And you’ll find us at the following events this spring and summer: ASU+GSV Summit: April 12–15, 2026 in San Diego, CA MCTM Spring Conference: April 23–25, 2026 in Duluth, MN CS Con: June 16–18, 2026 in Georgia CSTA Annual Conference: July 13–15, 2026 in New Orleans, LA And more! Keep up with us on social media to stay in the loop with conference appearances and sign up for Experience CS mailing updates to hear about upcoming PD opportunities. Supporting adoption in schools Experience CS is already being implemented in schools and districts across the United States. With Data Privacy Agreements (DPAs) now in place in multiple states, even more districts can adopt the curriculum.If you have any questions about DPAs or district expansion, please reach out to experience-cs@raspberrypi.org. A milestone for integrated computer science education The completion of Experience CS marks a big step forward in making computer science education accessible, creative, and inclusive. <img loading="lazy" decoding="async" width="2000" height="1333" src="https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26.jpg" alt="PD photo from Empower" class="wp-image-92802" style="aspect-ratio:1.5003767687198235;width:716px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26.jpg 2000w, https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/04/20250806_EMPOWER-2025_Folwell-Hall_Davis_26-900x600.jpg 900w" sizes="auto, (max-width: 2000px) 100vw, 2000px" /> The cross-curricular design of each unit empowers non-specialist teachers to confidently introduce computer science in their subject and help students connect it to the world around them. Start exploring today The complete Experience CS curriculum is now available. Visit experience-cs.org to explore all 18 units and get started in your classroom. The post Experience CS: The complete set of units is live appeared first on Raspberry Pi Foundation.
Highlights from Astro Pi 2025–2026 community events
We have now reached the end of the European Astro Pi Challenge 2025/2026 cycle and it’s been a busy and rewarding time for the Raspberry Pi Foundation team. Alongside supporting thousands of young people taking part in the challenge across Europe and beyond, we’ve also been out in the UK community running hands-on Astro Pi… The post Highlights from Astro Pi 2025–2026 community events appeared first on Raspberry Pi Foundation.
We have now reached the end of the European Astro Pi Challenge 2025/2026 cycle and it’s been a busy and rewarding time for the Raspberry Pi Foundation team. Alongside supporting thousands of young people taking part in the challenge across Europe and beyond, we’ve also been out in the UK community running hands-on Astro Pi events and delivering training to schools and educators. <img loading="lazy" decoding="async" width="600" height="400" src="https://www.raspberrypi.org/app/uploads/2026/04/image5.png" alt="" class="wp-image-92767" style="width:668px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image5.png 600w, https://www.raspberrypi.org/app/uploads/2026/04/image5-300x200.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image5-500x333.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image5-450x300.png 450w" sizes="auto, (max-width: 600px) 100vw, 600px" /> A few highlights from this year include the Astro Pi tenth anniversary celebrations at the London Science Museum; a series of Mission Zero workshops delivered during Science Festivals in Bradford, Belfast and Norwich; and hosting a Mission Space Lab hackathon at the Raspberry Pi Foundation headquarters. Mission Zero on the road: Creativity in coding In Astro Pi Mission Zero, participants write a simple Python program that displays an image or animation on an Astro Pi computer aboard the ISS. Their program also uses data from the Astro Pi’s colour and luminosity sensor to set the background colour. Since Astro Pi 2025/26 launched in September, the Raspberry Pi team have been running Mission Zero workshops at science events and providing training to lots of different organisations. We kicked off our outreach at Bradford Science Festival in October with workshops happening all through the half term at the Bradford Science Museum. Over 260 young people took part and submitted their entries during the festival. <img loading="lazy" decoding="async" width="600" height="400" src="https://www.raspberrypi.org/app/uploads/2026/04/image4.png" alt="Young learners at a Mission Zero workshop" class="wp-image-92768" style="aspect-ratio:1.5000323729362253;width:706px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image4.png 600w, https://www.raspberrypi.org/app/uploads/2026/04/image4-300x200.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image4-500x333.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image4-450x300.png 450w" sizes="auto, (max-width: 600px) 100vw, 600px" /> In November, we ran a series of online training and livestreamed sessions for Education Scotland’s Computer Science Week, and for STEM Ambassadors in Wales. We provided teacher CPD sessions for facilitators and even livestreamed a Mission Zero lesson direct to the classrooms of primary schools around Scotland. December was a particularly big milestone as we celebrated ten years of Astro Pi at the London Science Museum with UK Astronaut, Tim Peake, who launched Astro Pi way back in 2015. We hosted families and schools with a series of workshops over two days at the museum, and Tim even joined us for one of the workshops to meet participants. January found the team running training for computer science teachers at the Harris Foundation, a network of schools around Greater London, and the Meridian Trust, a school network in the East of England. After the training, we visited Nene Park Academy in Peterborough UK, part of the Meridian Trust, to run mission zero with groups of students there. In February, we visited the Waterloo Park Pavilion to host a fringe event to the Norwich Science festival. These workshops ran alongside space-themed craft activities organised by the volunteer group, Friends of Waterloo Park, creating an inclusive and welcoming environment for families. Younger children could take part in the crafts, while older participants explored text-based programming. Although participants could follow a ready-made example, many chose to design their own personalised images. This creativity, combined with the knowledge that their code would run in space, made for a highly engaging session. <img loading="lazy" decoding="async" width="1192" height="412" src="https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.22.42.png" alt="Mission Zero creations from the Norwich workshop" class="wp-image-92773" srcset="https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.22.42.png 1192w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.22.42-300x104.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.22.42-500x173.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.22.42-768x265.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.22.42-800x277.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.22.42-450x156.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.22.42-900x311.png 900w" sizes="auto, (max-width: 1192px) 100vw, 1192px" /> Mission Zero creations from the Norwich workshop Meanwhile, another team of Raspberry Pi Foundation colleagues were out running Mission Zero at the Northern Ireland Science Festival in Belfast. <img loading="lazy" decoding="async" width="600" height="400" src="https://www.raspberrypi.org/app/uploads/2026/04/image8.png" alt="Astro Pi computer" class="wp-image-92776" style="width:684px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image8.png 600w, https://www.raspberrypi.org/app/uploads/2026/04/image8-300x200.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image8-500x333.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image8-450x300.png 450w" sizes="auto, (max-width: 600px) 100vw, 600px" /> Mission Space Lab: A day of problem-solving In February 2026, we hosted a Mission Space Lab hackathon at the Code Club in the Foundation’s Cambridge office. Four teams of young people worked together to tackle a real scientific task: calculating the speed of the International Space Station (ISS) as accurately as possible. <img loading="lazy" decoding="async" width="600" height="400" src="https://www.raspberrypi.org/app/uploads/2026/04/image3.png" alt="Young learner at a Mission Zero workshop" class="wp-image-92778" style="width:638px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image3.png 600w, https://www.raspberrypi.org/app/uploads/2026/04/image3-300x200.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/image3-500x333.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/image3-450x300.png 450w" sizes="auto, (max-width: 600px) 100vw, 600px" /> Teams wrote two short Python programs: one that collected data from the Astro Pi computers’ sensors and camera, and one that calculated speed using historical images from the ISS. Then they combined the two programs and edited them to work on the Astro Pi computers aboard the ISS using the Astro Pi Replay tool. <img loading="lazy" decoding="async" width="600" height="900" src="https://www.raspberrypi.org/app/uploads/2026/04/image10.png" alt="Young learner at a Mission Zero workshop" class="wp-image-92780" style="width:413px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/image10.png 600w, https://www.raspberrypi.org/app/uploads/2026/04/image10-167x250.png 167w, https://www.raspberrypi.org/app/uploads/2026/04/image10-467x700.png 467w, https://www.raspberrypi.org/app/uploads/2026/04/image10-450x675.png 450w" sizes="auto, (max-width: 600px) 100vw, 600px" /> To test their programs, teams used a trolley rigged up with a Camera Module to simulate motion and refine their calculations. The day ended with teams submitting their programs and sharing what they learned, including the challenges they faced and how they overcame them. <img loading="lazy" decoding="async" width="1106" height="838" src="https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.27.38.png" alt="Learners at a Mission Zero workshop" class="wp-image-92783" style="aspect-ratio:1.3198144010998454;width:662px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.27.38.png 1106w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.27.38-300x227.png 300w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.27.38-500x379.png 500w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.27.38-768x582.png 768w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.27.38-800x606.png 800w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.27.38-450x341.png 450w, https://www.raspberrypi.org/app/uploads/2026/04/Screenshot-2026-04-01-at-09.27.38-900x682.png 900w" sizes="auto, (max-width: 1106px) 100vw, 1106px" /> Bringing Astro Pi to more communities All these events and workshops are a reminder of what makes Astro Pi special. Young people are not just learning to code; they are exploring their creativity with it, and applying their skills to a real-world setting — the awesome vastness of space! If you’d like us to help run an Astro Pi event for teachers or students in your school or community in the UK, then we’d love to hear from you. Get in touch to find out more: contact@astro-pi.org If you are in another ESA member state, you can reach out to your local European Space Education Resource Office (ESERO). The post Highlights from Astro Pi 2025–2026 community events appeared first on Raspberry Pi Foundation.
Bringing AI education to 1.25 million students across Latin America
We’re excited to share that we are expanding our Experience AI programme across Latin America with the aim of training 24,000 educators and reaching 1.25 million students by 2028, thanks to generous funding of $4.6 million from Google.org. Working with education partners across Argentina, Brazil, Chile, Colombia, Dominican Republic, El Salvador, Mexico, Peru, and Uruguay,… The post Bringing AI education to 1.25 million students across Latin America appeared first on Raspberry Pi Foundation.
We’re excited to share that we are expanding our Experience AI programme across Latin America with the aim of training 24,000 educators and reaching 1.25 million students by 2028, <a href="https://www.google.com/url?q=https://blog.google/intl/es-419/noticias-de-la-empresa/googleorg-proporciona-46-millones-de-dolares-en-financiamiento-para-impulsar-la-educacion-en-ia-de-los-jovenes-latinoamericanos/&sa=D&source=docs&ust=1774539121047790&usg=AOvVaw0fBh_lgihhFagFg8cM35iy" type="link" id="https://www.google.com/url?q=https://blog.google/intl/es-419/noticias-de-la-empresa/googleorg-proporciona-46-millones-de-dolares-en-financiamiento-para-impulsar-la-educacion-en-ia-de-los-jovenes-latinoamericanos/&sa=D&source=docs&ust=1774539121047790&usg=AOvVaw0fBh_lgihhFagFg8cM35iy" target="_blank" rel="noreferrer noopener">thanks to generous funding of $4.6 million from Google.org. Working with education partners across Argentina, Brazil, Chile, Colombia, Dominican Republic, El Salvador, Mexico, Peru, and Uruguay, we will help young people develop a foundational understanding of AI technologies, their social and ethical implications, and the role that AI can play in their lives. AI literacy across the globe AI systems are part of everyday life in how we find information, work, and solve problems. We think that young people need more than access to AI tools: they need the knowledge, skills, and confidence to understand and create their own AI tools. Experience AI, developed in partnership with Google DeepMind, is a free educational programme that helps teachers and students learn about artificial intelligence (AI). It introduces young people to how AI systems work and how they are used in everyday contexts through lessons, classroom resources, and hands-on activities. The resources give young people opportunities to think critically about the role of AI in society. <img loading="lazy" decoding="async" width="480" height="379" src="https://www.raspberrypi.org/app/uploads/2025/10/2025-UNESCO-King-Hamad-Bin-Isa-Al-Khalifa-Prize.png" alt="The winners of the 2025 UNESCO King Hamad Bin Isa Al-Khalifa Prize." class="wp-image-91713" style="aspect-ratio:1.266527210545539;width:570px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2025/10/2025-UNESCO-King-Hamad-Bin-Isa-Al-Khalifa-Prize.png 480w, https://www.raspberrypi.org/app/uploads/2025/10/2025-UNESCO-King-Hamad-Bin-Isa-Al-Khalifa-Prize-300x237.png 300w, https://www.raspberrypi.org/app/uploads/2025/10/2025-UNESCO-King-Hamad-Bin-Isa-Al-Khalifa-Prize-450x355.png 450w" sizes="auto, (max-width: 480px) 100vw, 480px" /> The winners of the 2025 UNESCO King Hamad Bin Isa Al-Khalifa Prize. © Government of the Kingdom of Bahrain Through a global network of Experience AI partners, we have so far reached an estimated 2.9m young people and trained 30,000 educators. The programme’s resources are used in more than 180 countries and are available in 19 languages. In recognition of its impact, Experience AI was named a laureate of the 2025 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education. Impact through partnerships In Latin America, as in other parts of the Experience AI network, our focus will be on sustainable, locally led delivery through partner organisations. Using our established ‘train-the-trainer’ model, we will equip 24,000 educators with the skills and knowledge to use the Experience AI resources to confidently deliver AI literacy lessons. <img loading="lazy" decoding="async" width="1600" height="1067" src="https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2.jpg" alt="Educators at a workshop" class="wp-image-90151" style="aspect-ratio:1.4995397617918607;width:683px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2.jpg 1600w, https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2-800x534.jpg 800w, https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2025/05/experience-ai-2-900x600.jpg 900w" sizes="auto, (max-width: 1600px) 100vw, 1600px" /> Our aim is to create a lasting impact for teachers and classrooms across the region and ensure that high-quality AI education is accessible to young people in a wide range of settings. Supporting critical thinking Experience AI is designed not only to build technical understanding, but also to help young people think critically about AI and its impacts. <img loading="lazy" decoding="async" width="1795" height="1219" src="https://www.raspberrypi.org/app/uploads/2017/05/girls.jpg" alt="Three teenage girls at a laptop." class="wp-image-32196" style="aspect-ratio:1.4995397617918607;width:683px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2017/05/girls.jpg 1795w, https://www.raspberrypi.org/app/uploads/2017/05/girls-300x204.jpg 300w, https://www.raspberrypi.org/app/uploads/2017/05/girls-768x522.jpg 768w, https://www.raspberrypi.org/app/uploads/2017/05/girls-500x340.jpg 500w" sizes="auto, (max-width: 1795px) 100vw, 1795px" /> Through the programme, students across Latin America will develop a foundational understanding of how AI works, while exploring key topics including how data is used in AI systems, how to identify AI-generated misinformation, and how to use generative AI tools responsibly. This will help them to understand the opportunities and challenges of AI, and to make informed decisions about how they use these technologies. Looking ahead As AI systems are being built into many aspects of today’s world, it’s essential that young people have the opportunity to understand, question, and build with these technologies. With support from Google.org, we will expand access to high-quality AI education across Latin America through Experience AI, helping over a million young people develop the skills, knowledge, and confidence to navigate and shape a world where AI technologies are widely used. You can find out more about Experience AI at experience-ai.org. The post Bringing AI education to 1.25 million students across Latin America appeared first on Raspberry Pi Foundation.
Hello World #29 out now: Safety and security
Digital safety is a pressing concern in an increasingly connected world. In classrooms everywhere, educators face the challenge of supporting young people to learn about cybersecurity and to navigate online risks and the impact of AI tools and social media. In issue 29 of Hello World, out today for free, educators all over the world… The post Hello World #29 out now: Safety and security appeared first on Raspberry Pi Foundation.
Digital safety is a pressing concern in an increasingly connected world. In classrooms everywhere, educators face the challenge of supporting young people to learn about cybersecurity and to navigate online risks and the impact of AI tools and social media. <img loading="lazy" decoding="async" width="500" height="167" src="https://www.raspberrypi.org/app/uploads/2026/03/11452_HW_29_Twitter_Banner-2-500x167.png" alt="Graphic displaying covers of Hello World issue 29, 'Safety and Security'." class="wp-image-92722" style="aspect-ratio:2.9942062572421784;width:610px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/11452_HW_29_Twitter_Banner-2-500x167.png 500w, https://www.raspberrypi.org/app/uploads/2026/03/11452_HW_29_Twitter_Banner-2-300x100.png 300w, https://www.raspberrypi.org/app/uploads/2026/03/11452_HW_29_Twitter_Banner-2-768x256.png 768w, https://www.raspberrypi.org/app/uploads/2026/03/11452_HW_29_Twitter_Banner-2-800x267.png 800w, https://www.raspberrypi.org/app/uploads/2026/03/11452_HW_29_Twitter_Banner-2-450x150.png 450w, https://www.raspberrypi.org/app/uploads/2026/03/11452_HW_29_Twitter_Banner-2-900x300.png 900w, https://www.raspberrypi.org/app/uploads/2026/03/11452_HW_29_Twitter_Banner-2.png 1500w" sizes="auto, (max-width: 500px) 100vw, 500px" /> In issue 29 of Hello World, out today for free, educators all over the world share what digital safety and security mean in their classrooms. We hope this new issue will help you to actively empower your learners by equipping them with the understanding and skills to safely navigate our complex digital landscape. Download your free digital copy The issue covers questions such as: How can educators connect learners to real cybersecurity experiences? What does youth online safety look like in the Global South? How is Australia’s youth ban on social media impacting young coders? Other highlights from Hello World issue 29 Beyond the focus on safety and security, here are three highlights from issue 29: Shuchi Grover explores what ‘thinking’ means in the current age of large language models (LLMs) Sethi DeClerq provides a checklist of important questions to ask yourself before spending your precious budget on new education technology Rachel Fenichel argues that block-based programming isn’t just for kids, highlighting how Blockly can be a helpful abstraction when talking about algorithms at any age or stage Download issue 29 now New podcast series coming soon We also have new podcast episodes coming out over the next few weeks to continue the conversations started in the magazine. <img loading="lazy" decoding="async" width="500" height="333" src="https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-500x333.jpg" alt="Photo of the cast of the Hello World podcast episode – 'What’s next for computer science education in 2026?'. " class="wp-image-92723" style="aspect-ratio:1.5015446272021373;width:550px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-2048x1366.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/HWP-Image-Blog-900x600.jpg 900w" sizes="auto, (max-width: 500px) 100vw, 500px" /> A photo from the last series of the Hello World podcast: ‘What’s next for computer science education in 2026?’ The first episode is another edition of our teacher tips series, where computer science educators and experts from around the globe share practical, actionable tips that you can use in your classroom. In the upcoming episode, teachers will be sharing what works for them to engage students in cybersecurity, protect schools from cybersecurity breaches, and safely introduce generative AI to the classroom. In the second episode, we’ll talk to Dr. Karla Badillo-Urquiola about her research in online safety in the Global South. To listen to these podcasts, make sure you follow us in your preferred app, or head to helloworld.cc/podcast. Share your thoughts and subscribe to Hello World Visit helloworld.cc/29 to read our newest issue for free today, and let us know what you think by leaving a comment here or on our social media. helloworld.cc is also where you go to subscribe and find older issues of Hello World magazine. If you have a moment, do leave us a podcast review or share the magazine with a fellow educator. It really helps more people to discover Hello World. The post Hello World #29 out now: Safety and security appeared first on Raspberry Pi Foundation.
Computing and AI for all: From classrooms to national dialogue in India
On 7 February 2026, we witnessed something special in Bhubaneswar: a day where classroom experience took centre stage in conversations about computing and AI education in India at our Computing and AI for All conference. At this event, we brought together educators, researchers, and system leaders for shared learning, reflection, and professional dialogue where classroom… The post Computing and AI for all: From classrooms to national dialogue in India appeared first on Raspberry Pi Foundation.
On 7 February 2026, we witnessed something special in Bhubaneswar: a day where classroom experience took centre stage in conversations about computing and AI education in India at our Computing and AI for All conference. <img loading="lazy" decoding="async" width="2560" height="1706" src="https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-scaled.jpg" alt="" class="wp-image-92690" style="width:680px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-scaled.jpg 2560w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-2048x1365.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05527-900x600.jpg 900w" sizes="auto, (max-width: 2560px) 100vw, 2560px" /> At this event, we brought together educators, researchers, and system leaders for shared learning, reflection, and professional dialogue where classroom practice was placed at the heart of the discussion. An event to connect conversations Across computing and AI education in India, conversations about policy, pedagogy, research, and future readiness often take place in separate spaces. At Computing and AI for All, we wanted to connect these strands in a national forum where classroom practitioners, researchers, and system leaders could speak with each other about computing and AI education. The theme ‘Computing and AI for all: Classroom to policy’ connected: Ecosystem and policy Pedagogy and innovation AI and future readiness Research, evidence and impact Bringing these conversations together helped shape a richer dialogue than we’ve seen in many traditional education forums. Grounding in classroom experience The response from educators to the opportunity to attend was both energising and encouraging. 165 educators and 22 invited guests joined us on the day. The event also featured 35 paper and poster presentations, reflecting the breadth of classroom practice, research, and innovation that teachers were keen to share. <img loading="lazy" decoding="async" width="800" height="450" src="https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-800x450.jpg" alt="An aerial view of the attendees of the Computing and AI for All event." class="wp-image-92706" srcset="https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-800x450.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-300x169.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-500x281.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-768x432.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-1536x864.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-2048x1152.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-450x253.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/DJI_20260207121348_0007_D-900x506.jpg 900w" sizes="auto, (max-width: 800px) 100vw, 800px" /> The conference also brought together diverse contributors. Alongside teachers, there was representation from organisations such as Computer Science Teachers’ Associations, the University of Southampton, Quest Alliance, and Learning Links Foundation. Also part of the event were attendees from government bodies including TTWREIS – Telangana Tribal Welfare Residential Educational Institutes; PSSS – Panchasakha Shikhya Setu Sangathan (a Govt. of Odisha initiative); and IIITMK Kerala. The presence of an international delegate from Nepal further broadened the exchange of perspectives. <img loading="lazy" decoding="async" width="1999" height="1500" src="https://www.raspberrypi.org/app/uploads/2026/03/image14.jpg" alt="A speaker on stage at the Computing and AI for All event." class="wp-image-92718" style="aspect-ratio:1.5006186587478347;width:696px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/image14.jpg 1999w, https://www.raspberrypi.org/app/uploads/2026/03/image14-300x225.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/image14-500x375.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/image14-768x576.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/image14-1536x1153.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/image14-800x600.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/image14-450x338.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/image14-900x675.jpg 900w" sizes="auto, (max-width: 1999px) 100vw, 1999px" /> First and foremost, the event was rooted in classroom practice. 88% of participants were ICT teachers, with strong representation from Odisha and Telangana, where we have been working on partnerships to support computing educators. A significant proportion of the educators present were attending a computing conference in person for the first time, so it was a milestone in their professional journey. <img loading="lazy" decoding="async" width="800" height="533" src="https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-800x533.jpg" alt="Teachers present a poster at the Computing and AI for All event." class="wp-image-92692" srcset="https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-2048x1365.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05753-900x600.jpg 900w" sizes="auto, (max-width: 800px) 100vw, 800px" /> Teachers stepping onto a national stage to present their classroom experiments, research, and reflections signaled an important shift: computing and AI education in India is no longer something designed solely for teachers. It is increasingly being shaped by teachers and informed by their lived classroom realities and professional expertise. Ideas, evidence, and inspiration The conference featured a full-day academic programme beginning with a formal inauguration and an introduction to our work in India. <img loading="lazy" decoding="async" width="800" height="533" src="https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-800x533.jpg" alt="The group performing the formal inauguration of the Computing and AI for All event." class="wp-image-92702" srcset="https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-2048x1365.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/DSC01713-1-900x600.jpg 900w" sizes="auto, (max-width: 800px) 100vw, 800px" /> The keynote by the Foundation’s Director of Research and Impact, Shuchi Grover — ‘Democratizing the future: Why computing and AI literacy matters for every child, everywhere”’ — set an equity-driven, future-focused tone. It reminded us that AI literacy is not optional; it’s foundational for learning and opportunity. In the panel discussion on ‘Embedding ethical AI in everyday teaching: From principles to classroom practice’, teachers, researchers and leaders exchanged ideas about how to integrate responsible AI without losing sight of learning goals. <img loading="lazy" decoding="async" width="2560" height="1706" src="https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-scaled.jpg" alt="" class="wp-image-92689" style="aspect-ratio:1.5006275061985368;width:686px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-scaled.jpg 2560w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-2048x1365.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05631-900x600.jpg 900w" sizes="auto, (max-width: 2560px) 100vw, 2560px" /> Across sessions, teachers and researchers shared a wide range of classroom-centred insights, including: Using generative AI for algebraic discovery Designing AI-supported personalised learning models Inclusive coding practices with Scratch Using AI to reduce teacher workload Low-cost computing innovations in K–12 classrooms Hands-on technical explorations, such as Kali Linux on Raspberry Pi These sessions reflected both pedagogical creativity and deep engagement with everyday classroom challenges. The structured poster gallery created space for peer feedback and deeper discussion around critical themes such as: AI for first-generation learners Classroom research evidence AI tools to support ICT engagement What educators told us In the feedback we captured, educators described the conference as: Highly educative A space for cross-state collaboration A confidence-building platform for presenting work One participant shared: “I’m honoured to be part of [the conference]. It was inspiring to listen to educational experts sharing valuable insights on AI tools and education.” <img loading="lazy" decoding="async" width="2560" height="1706" src="https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-scaled.jpg" alt="" class="wp-image-92694" style="aspect-ratio:1.5006195393169182;width:722px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-scaled.jpg 2560w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-2048x1365.jpg 2048w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/DSC05750-900x600.jpg 900w" sizes="auto, (max-width: 2560px) 100vw, 2560px" /> Many participants asked us to expand the event, suggesting a two-day format, extended hands-on AI workshops, and practical demonstrations they could take back to their classrooms. Looking ahead Our Computing and AI for All event formed a national, educator-led platform linking classroom innovation, AI literacy, research evidence, and policy dialogue. What stood out most was the spirit of participation: Teachers sharing real classroom experiments Researchers listening Policy voices engaging First-time presenters stepping into a national forum If AI is shaping the future of work and society, then teachers need to play a part in shaping the future of AI education. Computing and AI for All was one move in this direction that we were pleased to facilitate — and it is only the beginning. The post Computing and AI for all: From classrooms to national dialogue in India appeared first on Raspberry Pi Foundation.
Do you have some rope? Then let’s teach about AI concepts
Teaching about AI concepts in schools is a tricky business as there are complicated ideas to be taught. To teach complex concepts, in computer science, we often use an instructional approach called ‘unplugged’. We use the unplugged approach to teach computing concepts without a computer. Often unplugged activities include using an everyday analogy or a… The post Do you have some rope? Then let’s teach about AI concepts appeared first on Raspberry Pi Foundation.
Teaching about AI concepts in schools is a tricky business as there are complicated ideas to be taught. To teach complex concepts, in computer science, we often use an instructional approach called ‘unplugged’. We use the unplugged approach to teach computing concepts without a computer. Often unplugged activities include using an everyday analogy or a physical fun activity. For example, to teach about algorithms, students might learn how to make a jam sandwich where the recipe and following instructions accurately are similar to an algorithm and the steps within it used to write a program. The jam sandwich activity has now become a popular and key teaching experience for young students across the world, as it teaches a complex but fundamental idea in a simple and fun way. <img loading="lazy" decoding="async" width="1999" height="1333" src="https://www.raspberrypi.org/app/uploads/2026/03/image3.jpg" alt="Salomey Afua Addo is a third-year PhD student at the Raspberry Pi Computing Education Research Centre, University of Cambridge." class="wp-image-92646" style="aspect-ratio:1.4996652532916759;width:732px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/image3.jpg 1999w, https://www.raspberrypi.org/app/uploads/2026/03/image3-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2026/03/image3-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/03/image3-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2026/03/image3-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2026/03/image3-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2026/03/image3-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2026/03/image3-900x600.jpg 900w" sizes="auto, (max-width: 1999px) 100vw, 1999px" /> Salomey Afua Addo, third-year PhD student at the Raspberry Pi Computing Education Research Centre, University of Cambridge At the January 2026 Raspberry Pi Foundation Research Seminar, Salomey Afua Addo, a researcher at the University of Cambridge, presented her work about how to teach about AI. She has specifically looked at this in the context of high school students in Ghana, where AI is now part of the mandatory curriculum. In Ghana, most schools do not have access to computers, therefore an unplugged approach to teach about AI is a good idea. Therefore, Salomey developed a set of unplugged activities to teach about a range of AI concepts. Here, I focus on one of the activities that she presented — one that I think will become another ‘jam sandwich’ experience for students. So if you might teach about AI at some point, then read on. Neural networks and rope: An unplugged activity Salomey has designed an unplugged role-play activity to teach about neural networks and how they are trained to solve a problem. She focused on finding a familiar problem context for Ghanaian teachers and their students, and selected farming and crop disease. Students are asked to figure out what features about a farm are relevant for detecting diseases on cocoa trees. To solve the problem, students are given data about the farms (see Table 1). Giving students data, rather than preconceived rules about the context is key to the learning activity. Neural networks are data-driven — they provide a way to model given data so that we can make predictions. Here the features of farms, and importantly whether disease is or is not found in their cocoa trees, is the data that is used to train a model. The model is used to make predictions, which can then be used to improve farming by reducing crop disease. <img loading="lazy" decoding="async" width="1999" height="421" src="https://www.raspberrypi.org/app/uploads/2026/03/image4-1.png" alt="Students using ropes to signify the strength of connections between nodes." class="wp-image-92653" srcset="https://www.raspberrypi.org/app/uploads/2026/03/image4-1.png 1999w, https://www.raspberrypi.org/app/uploads/2026/03/image4-1-300x63.png 300w, https://www.raspberrypi.org/app/uploads/2026/03/image4-1-500x105.png 500w, https://www.raspberrypi.org/app/uploads/2026/03/image4-1-768x162.png 768w, https://www.raspberrypi.org/app/uploads/2026/03/image4-1-1536x323.png 1536w, https://www.raspberrypi.org/app/uploads/2026/03/image4-1-800x168.png 800w, https://www.raspberrypi.org/app/uploads/2026/03/image4-1-450x95.png 450w, https://www.raspberrypi.org/app/uploads/2026/03/image4-1-900x190.png 900w" sizes="auto, (max-width: 1999px) 100vw, 1999px" /> Students using ropes to signify the strength of connections between nodes. Using farm data, students can learn how neural networks work, and they can do this through an unplugged role play — using ropes! Here’s how Salomey’s classroom activity works. Sets of students act out the processes of training a neural network, including forward propagation, evaluation, and backpropagation. They take on the “roles’’ of some of the concepts of a neural network. One student acts as the supervisor, six students act as the input layer, two as the hidden layer, and one as the output layer. Keeping it simple: Concepts and data Key concepts are simplified for students: Forward propagation: The hidden layer players randomly select a set of farms (three of the six sets of input values), which reflects how weights are often set to random values at the start. Evaluation: The student acting as the output layer compares the prediction (whether crop disease is present or not) to the actual value for the farm to assess the error, similar to a loss function. Backpropagation: Inspired by MIT’s RAISE curriculum, this stage is modelled on establishing trust. Players in the hidden and output layers modify their trust in the previous layers (by adding or removing ropes) based on the accuracy of the prediction (if the farm has disease). Simple numerical data about the features of the problem are given to the students, such as whether the “Temperature” is suitable (0=No, 1=Yes), if there are “Spots” on the plant (0=No, 1=Yes), if “Fertilizer’’ has been used, whether the “Leaf colour’’ is green or not (see Table 1). Importantly, each of the six features given are represented by the six “input layer” students. So each student can ‘process’ each feature as the data for a given farm is used to train the model. Cards are used to represent the data values passed between layers. And this is where the ropes come into play, as they are used to represent the connections between the nodes in the layers. <img loading="lazy" decoding="async" width="1999" height="980" src="https://www.raspberrypi.org/app/uploads/2026/03/image5.png" alt="Table 1: This data table was given to the student assigned the “Supervisor” role in each group and contains both relevant and irrelevant data to “train” their neural network." class="wp-image-92649" srcset="https://www.raspberrypi.org/app/uploads/2026/03/image5.png 1999w, https://www.raspberrypi.org/app/uploads/2026/03/image5-300x147.png 300w, https://www.raspberrypi.org/app/uploads/2026/03/image5-500x245.png 500w, https://www.raspberrypi.org/app/uploads/2026/03/image5-768x377.png 768w, https://www.raspberrypi.org/app/uploads/2026/03/image5-1536x753.png 1536w, https://www.raspberrypi.org/app/uploads/2026/03/image5-800x392.png 800w, https://www.raspberrypi.org/app/uploads/2026/03/image5-450x221.png 450w, https://www.raspberrypi.org/app/uploads/2026/03/image5-900x441.png 900w" sizes="auto, (max-width: 1999px) 100vw, 1999px" /> Table 1: This data table was given to the student assigned the “Supervisor” role in each group and contains both relevant and irrelevant data to “train” their neural network. Instructions for each role Written role-specific instructions are provided for the students to follow, for example, the Supervisor is given three steps to follow for the forward propagation stage, and the Input Layer students receive a different set of instructions and so on. The detail of the role play is shown in the instruction sheets (see Figure 1). <img loading="lazy" decoding="async" width="1019" height="1221" src="https://www.raspberrypi.org/app/uploads/2026/03/image1.png" alt="" class="wp-image-92650" style="aspect-ratio:0.834575260804769;width:762px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/image1.png 1019w, https://www.raspberrypi.org/app/uploads/2026/03/image1-209x250.png 209w, https://www.raspberrypi.org/app/uploads/2026/03/image1-500x599.png 500w, https://www.raspberrypi.org/app/uploads/2026/03/image1-768x920.png 768w, https://www.raspberrypi.org/app/uploads/2026/03/image1-800x959.png 800w, https://www.raspberrypi.org/app/uploads/2026/03/image1-450x539.png 450w, https://www.raspberrypi.org/app/uploads/2026/03/image1-900x1078.png 900w, https://www.raspberrypi.org/app/uploads/2026/03/image1-168x202.png 168w" sizes="auto, (max-width: 1019px) 100vw, 1019px" /> Figure 1: Detailed explanation of the eight steps of the role-play activity that Salomey developed. Click to enlarge. Why the ropes are important Using ropes to connect the nodes becomes most important at the reverse propagation stage. The clever part of this is that we can show an increase or decrease in the strength of connection by adding or removing ropes. For me, this is the ‘jam sandwich’ effect. This, I think, is probably the most significant learning point. Here, the number of ropes that connect the nodes in the layers are changed based on the strength of evidence that a particular feature is indicated, by the data, to be relevant to the output. In this case, whether “Temperature”, for example, has an implied effect on cocoa disease or not — based on the data, not on any preconceived rule. Simply put, if a farm did have disease then a rope is added, if a farm did not then a rope is removed. Or at a more abstracted level, if a particular neuron contributes towards the correct prediction, a rope is added, otherwise a rope is removed. In a real neural network, backpropagation involves complex maths, such as calculus that would not be accessible to students of this age. Therefore, the rope is an analogy that replaces something that would be impossible for these students to grasp if it was taught using the real-world implementation. Problem to be solved in the unplugged activity: Identify features that are relevant for detecting diseases At the end of the activity, features (temperature, leaf color, family farm, etc.) with many rope connections are considered to be relevant for crop disease detection on the farm, whereas features with fewer rope connections are considered to be irrelevant for crop disease detection. The more ropes attached to a particular feature, e.g., temperature, represent its higher relevance in identifying crop disease on the farm. Activity design, follow-on and evaluation As part of the design of this activity, Salomey has simplified technical language so that throughout the role play students use everyday terms and she has chosen a context that is relatable for the students. For example, she uses the language of trust, and the new thickness of a rope connection, rather than using technical terms such as weight, loss function, and the error of the network. Salomey also designed a follow-on activity that uses pen and paper. In this version of the activity, which she calls a board game, the students draw lines to connect the nodes in the layers. The thickness of the lines connecting the nodes represent the strength of the trust (see Figure 2). <img loading="lazy" decoding="async" width="1330" height="1024" src="https://www.raspberrypi.org/app/uploads/2026/03/image2.png" alt="" class="wp-image-92657" style="aspect-ratio:1.2988644600144963;width:692px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/03/image2.png 1330w, https://www.raspberrypi.org/app/uploads/2026/03/image2-300x231.png 300w, https://www.raspberrypi.org/app/uploads/2026/03/image2-500x385.png 500w, https://www.raspberrypi.org/app/uploads/2026/03/image2-768x591.png 768w, https://www.raspberrypi.org/app/uploads/2026/03/image2-800x616.png 800w, https://www.raspberrypi.org/app/uploads/2026/03/image2-450x346.png 450w, https://www.raspberrypi.org/app/uploads/2026/03/image2-900x693.png 900w" sizes="auto, (max-width: 1330px) 100vw, 1330px" /> Figure 2: An example of how students use the board game that Salomey designed to teach about neural networks, where the thickness of the lines between nodes represents the strength of trust. Salomey also shared her evaluation of the resources. She conducted pre‑ and post‑intervention surveys with 39 teachers as part of the professional development on the AI teaching materials, and ten of those teachers implemented the unplugged activities in their classrooms. She reported that the teachers found the role-play activity was effective to demonstrate neural networks, that children worked independently to learn, and that some students who did not take part usually in class were engaged. As well as sharing about her unplugged neural network activity, Salomey also talked about a set of AI stories that she has developed to teach about other aspects of AI applications. For example, the importance of fact-checking is demonstrated through a story about a young girl who fact-checked information she received from her friends about life in a city. If you would like to find out more about Salomey’s work, you can find related materials on our seminar website. Join our next seminar Join us at our next seminar on Tuesday 17 March from 17:00 to 18:30 GMT to hear Rebecca Fiebrink (University of the Arts London) speak about teaching AI for creative practitioners. This will be the second seminar in our new series on how to teach about AI across disciplines. We hope to see you there! To sign up and take part in our research seminars, click below: I want to join the next seminar You can also view the schedule of our upcoming seminars, and catch up on past seminars on our previous seminars page. The post Do you have some rope? Then let’s teach about AI concepts appeared first on Raspberry Pi Foundation.
‘Using PRIMM to teach programming’: A new short course for educators
At the Raspberry Pi Foundation, we believe that learning to program equips young people with the knowledge and skills they need to thrive in an increasingly digital world. For many educators, teaching programming effectively can be challenging, particularly when their learners are at different stages in their programming journey. Ask learners to write code too… The post ‘Using PRIMM to teach programming’: A new short course for educators appeared first on Raspberry Pi Foundation.
At the Raspberry Pi Foundation, we believe that learning to program equips young people with the knowledge and skills they need to thrive in an increasingly digital world. For many educators, teaching programming effectively can be challenging, particularly when their learners are at different stages in their programming journey. Ask learners to write code too early, and they might struggle or feel intimidated. Rely too heavily on step-by-step instructions, and you limit learners’ chances to explore ideas or develop deeper understanding. <img loading="lazy" decoding="async" width="600" height="338" src="https://www.raspberrypi.org/app/uploads/2026/02/11038_OC_PRIMM_1.png" alt="Using PRIMM to teach programming artwork" class="wp-image-92630" style="aspect-ratio:1.7752067341565618;width:784px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/02/11038_OC_PRIMM_1.png 600w, https://www.raspberrypi.org/app/uploads/2026/02/11038_OC_PRIMM_1-300x169.png 300w, https://www.raspberrypi.org/app/uploads/2026/02/11038_OC_PRIMM_1-500x282.png 500w, https://www.raspberrypi.org/app/uploads/2026/02/11038_OC_PRIMM_1-450x254.png 450w" sizes="auto, (max-width: 600px) 100vw, 600px" /> The PRIMM framework — Predict, Run, Investigate, Modify, Make — provides educators with a structure for teaching programming. This research-informed teaching approach balances support with independence and helps learners build their understanding before they write their own code, whatever their starting point. To help educators use this approach confidently, we have launched a new short online course, Using PRIMM to teach programming, which is available on our new Training Hub platform for free. What is the course about? This practical, self-paced course gives educators the knowledge they need to use the PRIMM approach to design and adapt programming activities to suit their learners. The course takes 1–2 hours to complete, and we have designed it for educators working in formal or non-formal learning environments around the world, using any block-based or text-based programming language. All you need is some experience of creating and adapting simple programs. The course starts with considering the five stages of PRIMM, when and why to use each stage, and how they work together to support learning. It covers how PRIMM aligns with key teaching principles such as scaffolding, managing cognitive load, and progression, and examines how the approach supports formative assessment by making learners’ thinking — and any misunderstandings — more visible. Active, social learning Although pedagogy forms the core of this course, we have deliberately avoided a theory-heavy approach. Instead, the course is designed to help you learn through hands-on activities. By reflecting, taking part in discussions with other computing educators, and completing practical tasks, you will explore how PRIMM works in real teaching contexts. <img loading="lazy" decoding="async" width="800" height="533" src="https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1-800x533.jpg" alt="A computer science teacher sits with students at computers in a classroom." class="wp-image-84333" srcset="https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1-800x533.jpg 800w, https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1-300x200.jpg 300w, https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1-500x333.jpg 500w, https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1-768x512.jpg 768w, https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1-1536x1024.jpg 1536w, https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1-450x300.jpg 450w, https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1-900x600.jpg 900w, https://www.raspberrypi.org/app/uploads/2023/06/Spencer_10-1.jpg 2000w" sizes="auto, (max-width: 800px) 100vw, 800px" /> After an introduction to the core ideas of PRIMM, you will design a new programming activity, or adapt an existing one, using the PRIMM structure. This will support you to think carefully about what your learners know and can do, likely misconceptions, and how each stage of PRIMM can be used effectively, including when your learners have varied learning needs and levels of programming experience. With its emphasis on activity design, the course will support you to develop resources you can use and keep adapting in your own setting. By the end, you will have a complete PRIMM activity designed specifically for your learners, and a clear sense of how to teach programming in a structured and supportive way. Join the course on the Training Hub Using PRIMM to teach programming is available on our new Training Hub, where we offer all our professional development courses for free. The Training Hub offers flexible, reflective learning experiences across a range of topics, helping you build your subject knowledge and bring research-informed teaching approaches into your day-to-day practice. I want to join the course Whether you are an experienced computing teacher, a volunteer educator, or a parent looking to support their child’s learning, we invite you to join us there. The post ‘Using PRIMM to teach programming’: A new short course for educators appeared first on Raspberry Pi Foundation.
Measuring student understanding in computing education is not an easy task. As AI literacy becomes an important pillar in computing education, defining and accurately measuring students’ understanding of concepts and their skills is an even greater challenge. In a recent seminar in our series on teaching about AI and data science, researcher Jesús Moreno-León (Universidad… The post The challenges of measuring AI literacy appeared first on Raspberry Pi Foundation.
Measuring student understanding in computing education is not an easy task. As AI literacy becomes an important pillar in computing education, defining and accurately measuring students’ understanding of concepts and their skills is an even greater challenge. <img loading="lazy" decoding="async" width="500" height="324" src="https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-500x324.jpg" alt="A girl doing Scratch coding in a Code Club classroom" class="wp-image-65202" srcset="https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-500x324.jpg 500w, https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-300x194.jpg 300w, https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-768x497.jpg 768w, https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-1536x994.jpg 1536w, https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-2048x1325.jpg 2048w, https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-800x518.jpg 800w, https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-scaled-450x291.jpg 450w, https://www.raspberrypi.org/app/uploads/2020/11/BARROWHILL_CC4576IT031319-scaled-900x583.jpg 900w" sizes="auto, (max-width: 500px) 100vw, 500px" /> In a recent seminar in our series on teaching about AI and data science, researcher Jesús Moreno-León (Universidad de Sevilla) talked about his work in developing assessment tools for computational thinking (CT) and AI literacy. Jesús is also co-founder of Programamos, a non-profit organisation that promotes the development of computational thinking, supporting teachers through training and sharing resources. <img loading="lazy" decoding="async" width="608" height="628" src="https://www.raspberrypi.org/app/uploads/2026/02/image4.jpg" alt="Jesús Moreno-León (Universidad de Sevilla/Programamos)." class="wp-image-92600" style="width:446px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/02/image4.jpg 608w, https://www.raspberrypi.org/app/uploads/2026/02/image4-242x250.jpg 242w, https://www.raspberrypi.org/app/uploads/2026/02/image4-500x516.jpg 500w, https://www.raspberrypi.org/app/uploads/2026/02/image4-450x465.jpg 450w" sizes="auto, (max-width: 608px) 100vw, 608px" /> Jesús Moreno-León (Universidad de Sevilla/Programamos) Developing assessment tools in computer science Jesús began by discussing the recent development of computer science assessment tools. Together with Gregorio Robles (Universidad Rey Juan Carlos), they created Dr Scratch, a web-based tool to assess the quality of Scratch projects and detect errors and bad programming habits (e.g. dead code). Projects are scored on the use of computational thinking concepts (e.g. parallelism, conditional logic) and the use of desirable programming practices (e.g. naming sprites, removing duplicate scripts) in order to give feedback to students and teachers to iteratively improve their Scratch projects. <img loading="lazy" decoding="async" width="600" height="351" src="https://www.raspberrypi.org/app/uploads/2026/02/image3-1.png" alt="Dr Scratch tool." class="wp-image-92601" style="aspect-ratio:1.7094343222360011;width:770px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/02/image3-1.png 600w, https://www.raspberrypi.org/app/uploads/2026/02/image3-1-300x176.png 300w, https://www.raspberrypi.org/app/uploads/2026/02/image3-1-500x293.png 500w, https://www.raspberrypi.org/app/uploads/2026/02/image3-1-450x263.png 450w" sizes="auto, (max-width: 600px) 100vw, 600px" /> Dr Scratch tool. Alongside measuring students’ programming skills, Jesús also shared work by Marcos Román-González (Universidad Nacional de Educación a Distancia) to develop the Computational Thinking test (CTt), a 28-item assessment tool designed to measure the computational thinking skills of students aged 10 to 16 years old. Two collaborators, María Zapata and Estafanía Martín (Universidad Rey Juan Carlos) further adapted these items to create the Beginners Computational Thinking test (or BCTt), an unplugged assessment suitable for younger learners aged 5 to 10 years old. Teaching about AI in Spain Jesús also described his more recent work at the Ministry of Education and Vocational Training in Spain to promote computer science at all educational levels. One initiative, La Escuela de Pensamiento Computacional e Inteligencia Artificial (or the School of Computational Thinking and Artificial Intelligence), supported Spanish teachers through training and resources to introduce CT and AI into the classroom. Over 400 teachers and 7000 teachers took part across Spain through unplugged activities and tools such as Machine Learning for Kids and LearningML, allowing students to classify text and images using machine learning. Older students created apps using the MIT App Inventor. When evaluating the design of the curriculum, they found they had strong instruments to measure the development of CT — such as the assessment tools described above — yet nothing to measure AI literacy. <img loading="lazy" decoding="async" width="600" height="337" src="https://www.raspberrypi.org/app/uploads/2026/02/image2-1.png" alt="" class="wp-image-92602" style="width:728px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/02/image2-1.png 600w, https://www.raspberrypi.org/app/uploads/2026/02/image2-1-300x169.png 300w, https://www.raspberrypi.org/app/uploads/2026/02/image2-1-500x281.png 500w, https://www.raspberrypi.org/app/uploads/2026/02/image2-1-450x253.png 450w" sizes="auto, (max-width: 600px) 100vw, 600px" /> The School of Computational Thinking and Artificial Intelligence curriculum. A tool for measuring AI literacy The lack of valid AI literacy assessment tools led the team to develop the AI Knowledge Test (or AIKT), a 14-item survey consisting of multiple-choice questions designed to measure students’ understanding of AI. The instrument was inspired by previous work in the field and relevant research (e.g. the AI4K12 framework). An example from the AI Knowledge Test An example of one of these items is presented below. Can you solve it? The answer is at the bottom of this article. Q1. Which of the following strategies would be most appropriate for teaching a computer to recognise photos of apples? Train the computer with photos of dogs Train the computer with several photos of different apples, taken in different places and contexts Train the computer with several similar photos of the same apple, taken in the same place Train the computer with several identical copies of the same photo of an apple Testing the test In a study on the impact of programming activities on computational thinking and AI literacy in Spanish schools, the authors tested these knowledge-based items with over 2000 students to assess the reliability (e.g. internal consistency), or a measure of the quality of a survey or test. They found one item (“As a user, the legal regulation that is approved regarding AI systems will affect my life”) did not correlate with the other items. This left a total of 13 items which were found to have sufficient internal consistency — meaning how well each item correlated with one another to measure an underlying construct (i.e. “AI knowledge”). They concluded that the assessment tool needed a higher ceiling and needed to address common misconceptions. The authors also learned that teachers needed free and open-source tools with low barriers for entry, such as not needing registration, and were suitable for classroom use, such as limiting data sent to the cloud. AI literacy in the generative era With the rise of generative AI tools like ChatGPT or Google’s Gemini, Jesús and his colleagues felt their AI literacy assessment tool needed to focus on the capabilities of generative AI tools. They also felt they needed to take a broader view of AI and focus on additional dimensions, such as the social and ethical implications of AI tools. They are, therefore, currently revising their assessment items to align with several common frameworks, including the SEAME framework and AI Learning Priorities for All K–12 Students. An example from the revised AI Knowledge Test One of the revised items is presented below. Can you solve it? The answer is revealed below. Q2. You have asked your students to design a decision tree to classify different fruits based on three characteristics: color, size, and shape. To check whether the following proposed solution is correct, you are going to test it. As what fruit does the decision tree classify a small, round, yellow apple? Apple Watermelon Lemon Banana <img loading="lazy" decoding="async" width="1424" height="974" src="https://www.raspberrypi.org/app/uploads/2026/02/image1.png" alt="A decision tree to classify fruit." class="wp-image-92604" style="aspect-ratio:1.4620614631493065;width:652px;height:auto" srcset="https://www.raspberrypi.org/app/uploads/2026/02/image1.png 1424w, https://www.raspberrypi.org/app/uploads/2026/02/image1-300x205.png 300w, https://www.raspberrypi.org/app/uploads/2026/02/image1-500x342.png 500w, https://www.raspberrypi.org/app/uploads/2026/02/image1-768x525.png 768w, https://www.raspberrypi.org/app/uploads/2026/02/image1-800x547.png 800w, https://www.raspberrypi.org/app/uploads/2026/02/image1-450x308.png 450w, https://www.raspberrypi.org/app/uploads/2026/02/image1-900x616.png 900w" sizes="auto, (max-width: 1424px) 100vw, 1424px" /> Learn more about this work Jesús concluded the seminar by describing his intentions to collaborate with others to test the revised AI literacy instrument with students in early 2026. We look forward to hearing about their results! You can watch Jesús’s whole seminar here: If you are interested to learn more about Jesús and his work, you can read about his development of the AI Knowledge Test (or AIKT) here and the <a href="https://d1wqtxts1xzle7.cloudfront.net/84654280/151396-libre.pdf?1650599468=&response-content-disposition=inline%3B+filename%3DWhich_cognitive_abilities_underlie_compu.pdf&Expires=1768320057&Signature=EER2TD1hqLeEObUMZ2gHS7akOxxvAc6dbcehs8oEFMJkj0uhAmonwgZvFW0LXe7JltJq9nJnTrRHXwseP477O5VJtBAAyeGiU0B8olmYBIWK-USFlhZpBapKOff5eDz3FDx3DlF1fC2WHxwAIB7fQb2FDTuXtY0KetfOkEnS9~NRgtRuLbEZbtPrSa-9QU5q93rS~NYtzECFScMJ90zHWUzLSUMVWa~8aedmnfgooqvBlD1pGtvRRkGaSvqA01OMzhC3oQU6qikPX-e9C0u3yO3DBh06xUv5qBs66w0rOjA1lQftlAq6K0MXYdKnyjAO4f2atYVEWT4r-8EFAQDnpw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA" target="_blank" rel="noreferrer noopener">Computational Thinking test (CTt) here or look at the original items here. You can also learn about the Beginners Computational Thinking test (BCTt) by watching a Raspberry Pi research seminar about it or reading about it here. Join our next seminar In our current seminar series, we’re exploring applied AI and how AI can be taught across the curriculum. In our next seminar in this series on 17 March at 17.00 UK time, we welcome Rebecca Fiebrink (University of the Arts London) who will explore the questions of how and why we might teach AI for creative practitioners, including children, students, and professionals. To take part in the seminar, click the button below to register. We hope to see you there. Register for the next seminar The schedule of our upcoming seminars is available online. You can catch up on past seminars on our blog and on the previous seminars and recordings page. Answers Q1: 2 Q2: 3 The post The challenges of measuring AI literacy appeared first on Raspberry Pi Foundation.