Evolving Capacity for Computing Education in Botswana: A Comparative Look at 2021 and 2025 Teacher Perspectives

Authors

Ethel Tshukudu, San Jose State UniversityFollow
Shain Vyomakesan, Mogoditshane Senior Secondary School
Keoikantse Sehuhula, Swaneng Hill School
Boitshwarelo Palamelo, Kgari Sechele Senior Secondary School

Publication Date

10-21-2025

Document Type

Conference Proceeding

Publication Title

Comped 2025 Proceedings of the ACM Global Computing Education Conference 2025

Volume

2

DOI

10.1145/3736251.3747310

First Page

398

Last Page

399

Abstract

Using the METRECC survey, this study analyzes Botswana’s computing education in secondary schools as it evolves between 2021 and 2025. Persistent resource challenges, limited professional development, and slow curriculum growth remain obstacles. Teachers report overall confidence, though some doubts persist. These findings inform improvement in low and middle income contexts.

Keywords

Botswana, computing education, curriculum, K-12 education, professional development, teachers

Department

Computer Science

Recommended Citation

Ethel Tshukudu, Shain Vyomakesan, Keoikantse Sehuhula, and Boitshwarelo Palamelo. "Evolving Capacity for Computing Education in Botswana: A Comparative Look at 2021 and 2025 Teacher Perspectives" Comped 2025 Proceedings of the ACM Global Computing Education Conference 2025 (2025): 398-399. https://doi.org/10.1145/3736251.3747310