The subjective nature of curriculum innovation: The case of computer science students in upper secondary education in Ireland

Background and Context: A subject’s curriculum is defined by more than just its content, as the way it is taught and assessed also constitutes what a curriculum is. Computer Science was introduced in upper secondary level curriculum in Ireland in 2018. Objective: Exploring students’ experiences can help understand the uptake, engagement and the teaching and learning experiences related to Computer Science. Method: This research employed a qualitative approach which consisted of one-to-one semi-structured interviews, and other data collection methods that helped gain a deeper understanding of students’ experiences. Findings: Students had positive experiences of the curriculum, its teaching and learning approach and the peer learning. A perceived curriculum incoherence was reported in relation to the assessment and applied learning tasks. A demarcation of practical and theory content was reported. Implications: The study highlights the importance of the wider context in the implementation and enactment of a new subject that challenges prevailing pedagogical and assessment practices.