Investigating Participation Mechanisms in EU Code Week

Abstract

Digital competence (DC) is a broad set of skills, attitudes, and knowledge for confident, critical and responsible use of digital technologies in every aspect of life. DC proves essential in the contemporary digital landscape, yet its diffusion is hindered by biases, misunderstandings, and limited awareness. Teaching Informatics in the educational curriculum is increasingly supported by the institutions but faces serious challenges, such as teacher upskilling and support. In response, grassroots movements promoting computing literacy in an informal setting have grown, including EU Code Week, whose vision is to develop computing skills while promoting diversity and raising awareness of the importance of digital skills. This study extensively analyses EU Code Week editions spanning 2014 to 2021 across European Union member states, pursuing three primary objectives: firstly, to evaluate the teacher engagement in the campaign in terms of penetration, retention, and spatial distribution; secondly, to characterise the multifaceted audience and themes embraced by these initiatives; and lastly, to investigate the influence of socio-economic factors on engagement. The investigation uncovers the underlying mechanisms fostering Code Week’s engagement, providing insights to campaign organisers for strategic planning and resource allocation in future editions. Moreover, the analysis reveals that the most engaged areas are characterised by lower income, as well as lower digital literacy, restricted access to technology, and a less established computer education, suggesting that Code Week thrives precisely where its impact is most needed.