Barriers to programming education in UAE primary schools: a qualitative review from ICT teachers’ perspectives

Abstract

Abstract Purpose Demonstrate the importance of programming, discuss the pedagogical philosophy of how programming is taught, identify the barriers to the proper implementation of programming education in United Arab Emirates (UAE) primary schools, and find solutions to overcome these barriers. Methodology The study adopted a qualitative approach. Thirteen ICT teachers, from different schools in the UAE, were interviewed to investigate their perception of the teaching of programming to primary students. Findings The good application of programming education in UAE schools is yet to be accomplished. There is a need to reform the teaching of programming in primary schools in the UAE and to raise awareness about it and its importance in the school domain (school principals, teachers, and students). Implications One significant implication is that teaching programming should be taken seriously by educational policymakers and school leaders as a core subject that should be taught to all students. The study also contributed to the growing body of literature on the value of programming skills and the role of the appropriate curriculum in developing these skills. Originality/value This study provides new insights at both practical and scholarly levels. It can shed light on the field's expansion prospects. The outcomes of this study may assist educational policymakers in better implementing programming education, particularly in primary school. Moreover, it helps teachers better prepare for the problems that primary students may encounter with learning programming in schools.