Identifying best practices for advancing access, equity, and inclusion in code club settings
Background and Context
As programming becomes increasingly popular for children, non-formal learning environments such as code clubs play a vital role in fostering their interest and engagement in computing. However, ensuring equitable access and sustained participation remains a significant challenge.
Objective
To identify best practices in educational and management strategies employed by European code club practitioners to advance access, equity, and inclusion in non-formal computing education.
Method
A mixed sampling approach was applied to conduct semi-structured interviews with 17 code club practitioners from eight European countries. The data analysis process followed Bingham’s five-phase qualitative analysis, drawing on deductive and inductive coding strategies.
Findings
Our findings highlight diverse approaches practitioners employ to reduce participation barriers, support learners’ engagement and emotions, and create inclusive learning environments. Despite these efforts, challenges persist in reaching and retaining underrepresented groups, underscoring the need for strong approaches to equity-centered designs.
Implications
The equity-related strategies and interventions identified in this study contribute valuable insights and inspiration for policymakers, educators, and practitioners in both non-formal and formal educational settings seeking to promote social justice in their pedagogical approaches, organizational structures, and policy development.
