Vol. 16, Issue 2 (Year 2026)

Issue Editors: Darja Zorc Maver and Špela Razpotnik

Read More Read more about Call for papers: The Responses of Social Pedagogy on the Contemporary Challenges of Youth Transitions

Vol. 16, Issue 1 (Year 2026)

Issue Editors: Georgeta Ion (Universitat Autònoma de Barcelona) and Chris Brown (University of Southampton)

Read More Read more about Call for papers: Evidence-informed Inclusive Education - Enablers, Barriers, and Innovations

Vol. 15, Issue 4 (Year 2025)

Issue Editor: Irena NanÄovska Å erbec

Knowledge and skills in computer science (CS) are increasingly necessary for survival in the technologically advanced world of today and tomorrow. They enable individuals to understand how technology works and how best to harness its potential to improve lives. Because these skills are important in the rapidly changing 21^st century, education in CS promises to greatly enhance students’ preparation for the future of work and active citizenship. However, the benefits of CS education (CSE) go beyond economic benefits and civic participation. Fundamental CS skills are necessary for all students to reach their full potential in the modern world. We consider digital literacy a ‘new basic skill’ as important as foundational literacy and numeracy to succeed in the 21^st century.

 

CS is a discipline that offers opportunities and challenges for a wide range of people. Computational thinking is crucial to developing problem-solving skills as it helps to formulate problems and their solutions through pattern recognition, decomposition, generalisation, abstraction, and algorithmic thinking. This supports the development of general problem-solving skills, including executive and planning skills, and is therefore transferable to other fields. In recent years, great efforts have been made to introduce and improve CSE in schools worldwide. The current trend of introducing CS in schools includes the following concepts: computing systems, networks and the Internet, data and analysis, algorithms and programming, and impacts of computing. In developing CS curricula, it is important to empower teachers to teach the concepts covered in the new curricula.

 

This issue of the CEPS Journal, therefore, focuses on:

• CS curricula, programmes, and courses
• Pedagogy for CS teaching and learning
• Teacher training in CS
• Learning/teaching resources for CS
• Computational thinking
• Introductory programming
• Early CS education
• Physical computing
• Digital literacy development
• Engagement and empowerment strategies.

 

Article submission timeline:

30 June 2024: submission of paper title and abstract with up to five keywords [250 words max.]

30 March 2025: paper submission [between 5,000 and 7,000 words]

December 2025: publication of the focus issue of the CEPS journal

 

Please send the abstract to editors@cepsj.si clearly stating the title of the focus issue.

 

Manuscripts should be from 5,000 to 7,000 words long, including the abstract and reference list. They should be written in UK English. Submissions should be original and unpublished work not currently under review by another journal or publisher.

 

When preparing the manuscript, please follow our author’s guidelines, which are available here: https://cepsj.si/index.php/cepsj/about/submissions.

 

Read More Read more about Call for Papers: Contemporary Issues and Challenges in Computer Science Education

Vol. 15, Issue 2 (Year 2025)

Issue Editors: Barbara Sicherl Kafol, Vesna GerÅ¡ak and Robert PotoÄnik

Read More Read more about Call for papers: Toward Fulfilling the Gap between Arts Policy and Practice

Vol. 15, Issue 1 (Year 2025)

Issue Editors: Vasileios Symeonidis and Maria Impedovo

Read More Read more about Call for papers: Teacher Education in the Nexus Between Digital Transformation and Internationalisation

Vol. 14, Issue 4 (Year 2024)

Issue editors: SunÄica Macura and Mojca PeÄek

Read More Read more about Call for papers: Discrimination of Children in Vulnerable Situations in Education: Current State of Affairs and Strategies for Overcoming It

We invite authors interested in the publication of their papers in the VARIA section (non-focus articles) of the CEPS Journal to submit papers for consideration.

The VARIA section is included in each issue number of the CEPS Journal and features papers addressing a topic that is not connected with the focus section of the specific issue.

Read More Read more about CALL for VARIA PAPERS (non-focus articles) of the CEPS Journal