CT has been described as a universal 21st-century skill that plays a vital role in nurturing analytical and critical thinking, creativity, problem-solving, and scientific literacy in children. Nordic countries are currently at different stages of implementing and integrating CT into their primary and lower secondary school and teacher education. This special issue emphasises the Nordic countries and aims to curate a collection of work fostering a deeper understanding and generating new insights into locally situated approaches and potential implications.

Articles focused on CT in schools or teacher education in Nordic countries, related but not limited to one or more of the following themes, are welcomed:

• In-service and pre-service teachers’ development of CT competencies
• In-service and pre-service teachers’ understanding of CT
• Student engagement with CT in plugged and unplugged activities, in and across subject(s)
• Different CT teaching strategies and learning activities
• The integration of CT in teaching as a method in and across subject(s)
• The assessment of CT in and across subject(s)

We aspire for this special issue to offer pathways for Nordic countries to leverage each other’s unique methods by delving into various aspects of locally and nationally situated CT practices.

Guest editors: Mads M. Rehder (University College Copenhagen), Louise Mifsud (Oslo Metropolitan University), Kalle Juuti (University of Helsinki), Katarina Pajchel (Oslo Metropolitan University), Thomas Frågåt (Inland Norway University of Applied Sciences), and Renate Andersen (Oslo Metropolitan University)

Deadline for complete manuscripts: 15 January 2024

Please read the complete call here.