Pedagogy & Standards
Standards-aligned & Research-based
Every lesson traces back to recognized standards. Every method is backed by research.
Alignment
Transparent mappings to recognized frameworks
CSTA PK–12 CS Standards (2026), UNESCO AI Competency Framework for Students (2025), AILit Framework (2026), IEEE 3527.1 Digital Intelligence Standard, ISTE Student Standards.
Each matrix shows objective-level links so reviewers can verify coverage quickly.
Why this approach works
Active learning
beats passive listening
research proves it
All students can
succeed
when we design for diversity
Standards evolve,
so do we
through active framework participation
Project-based learning, clear success criteria, and frequent formative checks help all students progress. UDL makes materials accessible. Our design is informed by research in CS education, computational thinking, assessment, and AI literacy.
Our academic team collaborates with ISTE, CSTA, TeachAI, IEEE, and UNESCO.
Download the latest standards mapping from the links below:
Selected references
Global standards & policy
Computer Science Teachers Association. (2025). CSTA PK–12 computer science standards (2026 revision draft).
Computer Science Teachers Association. (2017). CSTA K–12 computer science standards (rev. 2).
Institute of Electrical and Electronics Engineers. (2021). 3527.1-2020 – IEEE Standard for Digital Intelligence (DQ): Framework for digital literacy, skills, and readiness. IEEE.
International Society for Technology in Education. (2016). ISTE standards for students. ISTE.
OECD. (2025). Empowering learners for the age of AI: An AI literacy framework for primary and secondary education [Review draft].
TeachAI. (2025). AI literacy (AILit) framework overview [Review draft].
TeachAI. (2023). TeachAI guidance for AI in schools.
UNESCO. (2024). AI competency framework for students.
UNESCO. (2023). Guidance for generative AI in education and research.
UNESCO. (2018). ICT competency framework for teachers (v3).
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The digital competence framework for citizens, EUR 31006 EN. Publications Office of the European Union.
Computational thinking & CS education
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association.
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43.
Shute, V. J., Sun, C., & Clarke, J. A. (2017). Demystifying computational thinking. Educational Research Review, 22, 142–158.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.
Digital skills, AI literacy, assessment & PBL
Calvani, A., Fini, A., & Ranieri, M. (2010). Digital competence in K-12. Theoretical models, assessment tools and empirical research. Anàlisi, (40), 157–171.
Govender, I. (2025). Digital literacy and STEM skills – What is the connection? A systematic review. Technology, Knowledge and Learning, 2025, 1–22.
Hadad, R., Thomas, K., Kachovska, M., & Yin, Y. (2020). Practicing formative assessment for computational thinking in making environments. Journal of Science Education and Technology, 29(1), 162–173.
Hsu, H., Zou, W., & Hughes, J. (2017). Use project-based learning and social media to improve K–12 digital literacy education. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference, 1654–1659.
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. CHI, 2020, 1–16.
van Deursen, A. J. A. M., Helsper, E., & Eynon, R. (2014). Measuring digital skills: From digital skills to tangible outcomes project report. University of Oxford/London School of Economics/University of Twente.
van Laar, E., van Deursen, A. J., van Dijk, J. A., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588.