Kategorie: PC

  • Igniting innovation: How Experience AI is empowering teachers and students across Kenya

    Igniting innovation: How Experience AI is empowering teachers and students across Kenya

    Reading Time: 4 minutes

    This blog post is written by Victor Murithi, Communications and Media Consultant at Young Scientists Kenya, one of our global partners for Experience AI in Kenya.

    When over 100 teachers from across Kenya gathered at Kangaru High School in Embu County for the Kenya Science and Engineering Fair Nationals in April, few anticipated just how transformative a two-day workshop could be. Delivered by the Experience AI Young Scientists Kenya (YSK) team, with support from the Raspberry Pi Foundation, the training sparked more than curiosity — it sparked a shift in mindset.

    This wasn’t just about introducing new tools: it was about empowering teachers to confidently lead their students into an artificial intelligence (AI)-driven future.

    Students in a classroom learn about Experience AI.

    National reach and local impact

    What began as a plan to train just 40 teachers quickly grew into something much bigger. By the time the workshop kicked off, 104 teachers from over 80 schools across 37 counties in Kenya, had registered and participated — nearly tripling the initial target.

    This overwhelming interest confirmed a powerful insight: teachers are eager to understand AI, not only to better prepare their students for the future, but also for their own professional growth.

    The workshop’s curriculum didn’t just focus on technical skills, it aimed to create confidence, clarity, and community among the attendees — key ingredients for successfully integrating AI into teaching and learning.

    “Helping teachers move past their fear of AI and understand its potential is incredibly powerful. Because AI is the future, and through this training, we’re reaching the minds that will shape it,” explained Lucy Mwaniki, AI Community Trainer at YSK.

    Practical skills, real outcomes

    As part of the training, the attendees completed interactive worksheets, tested basic machine learning models, and sat a final comprehension test, something they found both validating and motivational.

    “We were able to do the summative test… which turned out to be a very effective way of us understanding how in-depth and how well they grasped the knowledge,” says Lucy Mwaniki.

    In one standout session, teachers collaboratively brainstormed ways AI could address national educational challenges. Ideas included models to assist students in selecting academic pathways within Kenya’s Competency Based Curriculum (CBC). Several teachers also successfully built working models, demonstrating the potential of applied learning. 

    “It was a very eye-opening session… some of the teachers were able to create a very basic model, which was a wonderful experience for them,” Lucy Mwaniki explains. 

    What made this training exceptional was its immediate applicability and long-term vision. By the end of two days, teachers weren’t just AI-aware — they were AI-ready, with many already starting to explore how AI tools could support entrepreneurship, lesson planning, and personalised learning pathways.

    Students in a classroom setting; two of them are using a laptop to learn about AI.

    Celebrating our achievements and impact 

    At the close of the training, each teacher received a Certificate of Participation, recognising their commitment to professional development and their new capacity to bring AI into the classroom. The awarding of certificates added a sense of accomplishment and pride, reinforcing that teachers are key drivers of technological transformation in education.

    And the impact of the training was measurable:

    • 95% of teachers agreed that the training increased their knowledge and confidence to teach AI concepts
    • 88% of teachers agreed that the training was high quality and useful for preparing them to teach the Experience AI lessons

    But it doesn’t end there, as Vanessa Inziani, Head of Programs at YSK, explains, “Our commitment doesn’t end with the training — we continue to support educators with resources, mentorship, and follow-up to ensure success in delivering the program in the classroom.”

    Looking ahead towards a promising AI journey

    With the rapidly evolving digital landscape, AI is no longer a distant concept — it’s a present-day classroom necessity. Yet, introducing AI into schools isn’t just about technical literacy; it’s about confidence, clarity, and community and the approach the Young Scientist Kenya team and Experience AI delivered during the two-day training is anchored in this belief. 

    As AI continues to shape the global education landscape, programs like Experience AI provide the bridge needed to equip teachers, inspire students, and future-proof education systems. The Kangaru High School session was not a one-off — it was a catalyst for systemic change. 

    Experience AI is scaling. As it expands across Kenya and beyond, the benefits are clear:

    • Empowered educators who gain confidence and skills to integrate AI in their teaching
    • Future-ready students who grasp foundational AI concepts and their real-world applications
    • Sustainable impact as trained teachers go on to influence thousands of learners in their communities

    The journey from fear to fluency starts with a single step, a willingness for us all to explore what’s possible. Together, we can equip educators, inspire students, and shape Kenya’s future, one AI-literate classroom at a time. 

    About Experience AI

    Experience AI is an AI literacy programme, co-developed by the Raspberry Pi Foundation and Google DeepMind, that teaches students aged 11 to 14 about AI and machine learning. Thanks to funding from Google.org, Young Scientists Kenya has partnered with the Raspberry Pi Foundation to provide free training to Kenyan educators, equipping them with the skills they need to effectively deliver the programme in their settings. They are one of two global partners working with the Raspberry Pi Foundation in Kenya.

    You can find out more about the programme on our website: rpf.io/expai-ysk-blogpost

    Website: LINK

  • Bringing data science to life for K–12 students with the ‘API Can Code’ curriculum

    Bringing data science to life for K–12 students with the ‘API Can Code’ curriculum

    Reading Time: 7 minutes

    As data and data-driven technologies become a bigger part of everyday life, it’s more important than ever to make sure that young people are given the chance to learn data science concepts and skills.

    David Weintrop
    David Weintrop
    Rotem Israel-Fishelson
    Rotem Israel-Fishelson
    Peter F Moon
    Peter F Moon

    In our April research seminar, David Weintrop, Rotem Israel-Fishelson, and Peter Moon from the University of Maryland introduced API Can Code, a data science curriculum designed with high school students for high school students. Their talk explored how their innovative work uses real-world data and students’ own experiences and interests to create meaningful, authentic learning experiences in data science.

    Quick note for educators: Are you interested in joining our free, exploratory data science education workshop for teachers on 10 July 2025 in Cambridge, UK? Then find out the details here.

    David started by explaining the motivation behind the API Can Code project. The team’s goal was not to turn students into future data scientists, but to offer students the data literacy they need to explore and critically engage with a data-driven world. 

    The work was also guided by a shared view among leading teachers’ organisations that data science should be taught across all subjects in the K–12 curriculum. It also draws on strong research showing that when educational experiences connect with students’ own lives and interests, it leads to deeper engagement and better learning outcomes.

    Reviewing the landscape

    To prepare for the design of the curriculum, David, Rotem, and Peter wanted to understand what data science education options already exist for K–12 students. Rotem described how they compared four major K–12 data science curricula and examined different aspects, such as the topics they covered and the datasets they used. Their findings showed that many datasets were quite small in size, and that the datasets used were not always about topics that students were interested in.

    A classroom of young learners and a teacher at laptops

    The team also looked at 30 data science tools used across different K–12 platforms and analysed what each could do. They found that tools varied in how effective they were and that many lacked accessibility features to support students with diverse learning needs. 

    This analysis helped to refine the team’s objective: to create a data science curriculum that students find interesting and that is informed by their values and voices.

    Participatory design

    To work towards this goal, the team used a methodology called participatory design. This is an approach that actively involves the end users — in this case, high school students — in the design process. During several in-person sessions with 28 students aged 15 to 18 years old, the researchers facilitated low-tech, hands-on activities exploring the students’ identities and interests and how they think about data.

    One activity, Empathy Map, involved students working together to create a persona representing a student in their school. They were asked to describe the persona’s daily life, interests, and concerns about technology and data:

    The students’ involvement in the design process gave the team a better understanding of young people’s views and interests, which helped create the design of the API Can Code curriculum.

    API Can Code: three units, three key tools

    Peter provided an overview of the API Can Code curriculum. It follows a three-unit flow covering different concepts and tools in each unit:

    1. Unit 1 introduces students to different types of data and data science terminology. The unit explores the role of data in the students’ daily lives, how use and misuse of data can affect them, different ways of collecting and presenting data, and how to evaluate databases for aspects such as size, recency, and trustworthiness. It also introduces them to RapidAPI, a hub that connects to a wide range of APIs from different providers, allowing students to access real-world data such as Zillow housing prices or Spotify music data.
    2. Unit 2 covers the computing skills used in data science, including the use of programming tools to run efficient data science techniques. Students learn to use EduBlocks, a block-based programming environment where students can draw in JSON files from RapidAPI datasets, and process and filter data without needing a lot of text-based programming skills. The students also compare this approach with manual data processing, which they discover is very slow.
    3. Unit 3 focuses on data analysis, visualisation, and interpretation. Students use CODAP, a web-based interactive data science tool, to calculate summary statistics, create graphs, and perform analyses. CODAP is a user-friendly but powerful platform, making it perfect for students to analyse and visualise their data sets. Students also practise interpreting pre-made graphs and the graphs and statistics that they are creating.

    Peter described an example activity carried out by the students, showing how these three units flow together and build both technical skills and an understanding of the real-world uses of data science. Students were tasked with analysing a dataset from Zillow, a property website, to explore the question “How much does a house in my neighbourhood cost?” The images below show the process the students followed, which uses the data science skills and tools from all three units of the curriculum.

    Slide from an API Can Code lesson.
    Slide from an API Can Code lesson.
    Slide from an API Can Code lesson.
    Click on an image to enlarge it.

    Interest-driven learning in action

    A central tenet of API Can Code is that students should explore data that matters to them. A diverse range of student interests was identified during the design work, and the curriculum uses these areas of interest, such as music, movies, sports, and animals, throughout the lessons.

    The curriculum also features an open-ended final project, where students can choose a research question that is important to them and their lives, and answer it using data science skills.

    The team shared two examples of memorable final projects. In one, a student set out to answer the question “Is Jhené Aiko a star?” The student found a publicly available dataset through an API provided by Deezer, a music streaming platform. She wrote a program that retrieved data on the artist’s longevity and collaborations, analysed the data, and concluded that Aiko is indeed a star. What stood out about this project wasn’t just the fact that the student independently defined stardom and answered their research question using real data, but that this was a truly personal, interest-driven project. David noted that the researchers could never have come up with this activity, since they had never previously heard of Jhené Aiko!

    Jhené Aiko, an R&B singer-songwriter
    Jhené Aiko, an R&B singer-songwriter 
    (Photo by Charito Yap, licensed under CC BY-ND 2.0)

    Another student’s project analysed data about housing in Washington DC to answer the question “Which ward in DC has the most affordable houses?” Rotem explained that this student was motivated by her family thinking about moving away from the city. She wanted to use her project to persuade her parents to stay by identifying the most affordable ward in DC that they could move to. She was excited by the outcome of her project, and she presented her findings to other students and her parents.

    These projects underscore the power of personally important data science projects driven by students’ interests. When students care about the questions they are exploring, they’re more invested in the process and more likely to keep using the skills and concepts they learn.

    Resources

    API Can Code is available online and completely free to use. Teachers can access lesson plans, tutorial videos, assessment rubrics, and more from the curriculum’s website https://apicancode.umd.edu/. The site also provides resources to support students, including example programs and glossaries.

    Join our next seminar

    In our current seminar series, we’re exploring teaching about AI and data science. Join us at our next seminar on Tuesday, 17 June from 17:00 to 18:30 BST to hear Netta Iivari (University of Oulu) introduce transformative agency and its importance for children’s computing education in the age of AI.

    To sign up and take part in our research seminars, click below:

    You can also view the schedule of our upcoming seminars, and catch up on past seminars on our previous seminars and recordings page.

    Website: LINK

  • 3D printed spectacle case

    3D printed spectacle case

    Reading Time: < 1 minute

    Sony Watchman cyberdeck

    From 1982 to 2000 Sony also made a line of pocket TVs, which didn’t catch on as much in the UK (who wants to walk around glued to a tiny portable screen, eh?). These devices, collectively called the Sony Watchman, came in many, many variants as screen technology evolved over 18 years of production. What’s […]

  • Xbox Games Showcase Deep Dive: Grounded 2

    Xbox Games Showcase Deep Dive: Grounded 2

    Reading Time: < 1 minute

    Website: LINK

  • Astro Pi 2024/25: Another stellar year of space education concludes

    Astro Pi 2024/25: Another stellar year of space education concludes

    Reading Time: 4 minutes

    We’re thrilled to celebrate yet another incredible year of young people reaching for the stars, as the European Astro Pi Challenge 2024/25 draws to a close. Teams from across Europe and ESA Member States are now receiving their well-deserved certificates and data from the International Space Station (ISS). It’s been a truly inspiring year, showcasing the phenomenal talent and dedication of young coders and scientists.

    A photograph of a young learner coding on a computer for Mission Zero

    The European Astro Pi Challenge is an ESA Education project run in collaboration with us here at the Raspberry Pi Foundation. It offers young people the amazing opportunity to conduct scientific investigations in space by writing computer programs that run on Raspberry Pi computers on board the ISS, called Astro Pis.

    There‘s a lot to celebrate from this year’s Astro Pi, so let’s take a look at some of the highlights for each of our inspiring Missions: Mission Zero and Mission Space Lab.

    A selection of images taken by Mission Space Lab teams
    Figure 1: A selection of images taken by Mission Space Lab teams

    Mission Zero: Inspiring coding, creativity, and inclusion

    Mission Zero reached more young people than ever before in 2024/25, with 25,405 young people participating in 17,285 teams. After passing the rigorous testing and moderation processes, an amazing 17,109 teams (25,210 young people) were successful in getting their programs to run on the ISS. 

    One of the great things about Mission Zero is that we see a good gender balance in participation. This year, 44% of participants identified as “female” and 4% as “prefer to self-describe”, “prefer not to say”, or “other”. This means that Mission Zero has achieved a more balanced gender representation than is typically seen in computing subjects, where the ratio is around 20:80 girls to boys.

    Mission Space Lab: More teams have their programs run in space

    Mission Space Lab gives young people the opportunity to calculate the speed of the ISS in orbit using sensor and camera data collected from the Astro Pis on board the ISS. This year, 1859 young people in 552 teams participated in Mission Space Lab. Notably, 309 Mission Space Lab teams, or 95% of submissions, ran their programs on the ISS and are now analysing the data they collected. That’s 73 more teams achieving flight status than in 2023/24, and a total of 1084 young people receiving unique data sets from space and certificates. 

    Running a program in space is very different from testing it on the ground. It’s always interesting to see how well your program has performed and how accurate the final output is. Below, you can see a scatter graph of the team estimates produced by their programs. The actual speed of the ISS is no secret: it’s travelling about 7.67 kilometres per second. How have teams performed with the ISS speed task?

    Mission Space Lab teams’ speed estimates graph
    Figure 2: Mission Space Lab teams’ speed estimates graph

    Inspiring and impactful

    Another highlight from this year has been seeing how impactful participation can be for young people and mentors facilitating the activity. We receive lots of valuable feedback from the Astro Pi community each year, and it’s always heartwarming to hear what your experience has been and how we can improve the challenge. Here are a couple of quotes from the community who took part this year:

    Mission Zero mentor: “Having their programs run in space really motivated them to take part because it was an exciting reward and something they wanted to talk about with their friends.”

    Parent of a Mission Zero participant: “I was completely inexperienced in Python, but easily managed to help my 7-year-old.”

    More Code Clubs participating in 2024/25

    It has been great to see lots of Code Clubs taking part in Astro Pi this year, both for Mission Zero and Mission Space Lab. This year, 986 young people from 700 teams did Mission Zero at their Code Club: that’s double the number from 2023/24. Plus, 43 Mission Space Lab teams from Code Clubs took part. That’s 143 young people, or almost double the number compared to the year before. 

    We ran two code-alongs for the Code Club community this year, and it is encouraging to see increases for both missions. We will continue to support young people from all settings who want to take part in Astro Pi next year, whether it’s at school, Code Club, or other venues.

    An educator helps young learners with a coding project

    Conclusion

    In summary, it’s been a great year for Astro Pi. We’ve reached lots of young people through the challenge, met many inspiring mentors, and seen some really positive trends. Plus, all the operations on the space station that make Astro Pi possible went smoothly: when you are running programs in space, that isn’t always the case! 

    None of it would have been possible without the tireless efforts of the teachers, mentors, and educators who help run Astro Pi in your communities. From everyone here at Mission Control, thank you. 

    If you’d like to tell us how we can provide more support to help you run Astro Pi, please email contact@astro-pi.org.

    We’ll be back for more stellar space adventures in coding in September 2025.

    Website: LINK

  • Discover the incredible impact of Code Club: The Code Club annual survey report 2025

    Discover the incredible impact of Code Club: The Code Club annual survey report 2025

    Reading Time: 3 minutes

    We’re pleased to share highlights from the 2025 Code Club annual survey report today, showcasing another year of incredible achievements and the positive impact of the global Code Club community. 

    children at computers in a classroom.

    Code Club is a global movement of free coding clubs where school-aged young people — called creators — develop the confidence to create with digital technologies. Code Clubs take place in schools and community venues like youth clubs, libraries, and maker spaces and are run by teachers, educators, and volunteers from all walks of life — known as mentors. These incredible mentors make Code Clubs possible and we are so grateful for their hard work.

    About the 2025 survey report

    This Code Club annual survey report presents key responses from 775 mentors gathered via surveys and feedback from partners.

    This year, 7,494 Code Clubs have confirmed they have been active in the last two years, with clubs in 102 countries. We estimate 257,000 creators are involved in clubs and 43% of creators are female. As one UK Code Club mentor put it: “Girls who didn’t think it was for them now have confidence”.

    Three learners laughing at a laptop in a Code Club.

    Code Clubs have a positive impact on young creators

    In 2024, an independent evaluation by the Durham University Evidence Centre for Education provided evidence of positive outcomes for young people attending Code Clubs. We are continuing to build on this evidence, with 96% of mentors responding to our surveys agreeing that creators have increased skills in computing and digital making, as well as increased confidence to engage with technology as a result of attending a Code Club. 

    Here are a few of the examples mentors gave of the impact Code Club has on creators: 

    • Confidence: “[Creators become] more confident using technology and making friends. Some really come out of their shell compared to when they started.” – Code Club mentor, UK  
    • Skill development: “They come into the club with no coding skills (some barely know how to use a computer) and leave as competent, literate, coders.” – Code Club mentor, Canada
    • Enjoyment: “One of our core principles is that coding should be fun… we give them creative ways to expand on the task. They learn to push themselves a bit beyond a task, and look for more things.” – Code Club mentor, the Netherlands  
    • Social skills: “One great outcome has been the socialization that occurs. Kids in our club are definitely making friendships and improving their soft skills.” – Code Club mentor, USA  
    • Continued participation: “It has increased their passion for tech and how to create new things to solve problems.” – Code Club mentor, Ghana
    Learners in a computing classroom.

    Increasing access to technology

    Code Club also plays an important role in increasing access to technology for creators who would otherwise not have access. We work with partners across the world to run clubs in areas of educational disadvantage to ensure that Code Clubs are available to creators from all backgrounds to address this need.

    Kenyan children work on a physical computing project.

    In some regions, Code Club provides creators with their first significant encounter with digital making. A mentor in Kenya told us that Code Club ensured that creators in his area were not “left behind”. A Code Club mentor in Tunisia told us  “[…] access to coding is very limited, our club contributes to reducing this inequality”.

    Next steps

    Read the full report to dive deeper into the data and stories from the Code Club community!

    We are an impact-focused organisation and are always looking to understand how we can improve and increase the impact we have on the lives of children and young people. Over the coming weeks we will be reviewing the feedback we have received to understand how we can support the Code Club community even better.

    Website: LINK

  • Join our free data science education workshop for teachers

    Join our free data science education workshop for teachers

    Reading Time: 2 minutes

    Are you a teacher who is interested in data science education for key stage 5 (age 16 to 18)? Then we invite you to join our free, in-person workshop exploring the topic, taking place in Cambridge, UK on 10 July 2025.

    Teachers at a workshop.

    You will be among the very first educators to see some of our first test activities for teacher training to build data science concepts, and your contributions will feed into our future work. Sign up by 20 June to take part.

    Data science: What do we need to teach school-age learners?

    Current artificial intelligence (AI) methods, especially machine learning (ML), rely heavily on data. While young people learn mathematics, and some statistics, at school, data science concepts are not commonly taught.

    Teachers at a workshop.

    To complement our work on AI literacy, we have been investigating what data science teaching resources and education research are currently available.

    Our goals for this work are:

    1. To figure out what data science concepts may need to be taught in schools, initially with a focus on key stage 5
    2. To develop related teacher professional development and classroom resources

    Join us to discuss data science education

    If you are interested in data science education for young people, and maybe even have experience of teaching it to learners aged 16 to 18 in your school (in any subject, including computer science, social sciences, mathematics, statistics, and ethics), please join our free workshop on Thursday 10 July in our office in Cambridge. We are able to reimburse some travel expenses.

    At the workshop:

    • We would love to hear about your experience of teaching any elements of data science
    • We will share some exploratory concept building activities with you and discuss them together

    You’ll be the first group of working teachers we will share these activities with — your feedback will be invaluable, and you’ll have the chance to shape our work going forward.

    If you are interested, please fill in this form by Friday 20 June:

    You will then receive more information from us by 27 June. Spaces in the workshop are limited, so please do not book any travel until we confirm your space.

    We’re looking forward to shaping the future of data science education with you.

    PS In our current seminar series, researchers from around the world are presenting their latest work on teaching about AI and data science. You can catch up on past sessions and sign up for upcoming ones on our website.

    Website: LINK

  • KIWI digital KVM review

    KIWI digital KVM review

    Reading Time: 2 minutes

    Plug ‘n’ play

    There is a little bit of noticeable lag when working over KIWI. The mouse cursor feels a little bit like it’s being dragged through mud, although keyboard inputs feel more responsive. It’s faster than Raspberry Pi Connect at least, but we wouldn’t want to be doing any twitch FPS gaming using it.

    It also provides several very useful functions for this kind of screen capture – sending some basic key commands, allowing you to paste from your host computer and even do a screen recording. The interface for this is all very customisable, even allowing for a random ‘mouse jiggle’ to keep a screen alive.

    Debugging a Snake game with KIWI KVM

    Extra functions

    A fairly unique ability in its PRO version is the ability to (physically) uncover some extra GPIO ports on the device and control them via the interface, which also have UART. They’re marketed at IT professionals, allowing for debugging and control of ATX power, and there’s even an extra function of turning the input cable into a virtual serial cable. It’s quite impressive.

    With the myriad ways you can connect to a Raspberry Pi from another device, we did wonder if this would be superfluous. However, due to the speed of getting it working, no need for any local networking, and its fairly small footprint, it’s a great alternative to Connect and other network-based remote connection tools. These network tools also only work once a system has fully booted up, whereas KIWI’s physical connection allows you to see the boot process, which means you can troubleshoot any misbehaving Raspberry Pi without plugging it into another monitor.

    If you use Raspberry Pi a lot, this is definitely worth considering adding to your arsenal of add-ons. 

    Controlling the desktop of Raspberry Pi

    Verdict

    9/10

    A surprisingly functional and full-featured digital KVM and screen capture device, and much smaller than even a Raspberry Pi.

    Specs

    I/O: USB-C (host connection), USB-C (input connection), HDMI, 6 × GPIO (PRO version)

    Dimensions: 46 × 46 × 15 mm

    Connectivity: 1080p video, human input devices, virtual serial connection, UART, ATX

  • MIDI Blaster

    MIDI Blaster

    Reading Time: < 1 minute

    Sony Watchman cyberdeck

    From 1982 to 2000 Sony also made a line of pocket TVs, which didn’t catch on as much in the UK (who wants to walk around glued to a tiny portable screen, eh?). These devices, collectively called the Sony Watchman, came in many, many variants as screen technology evolved over 18 years of production. What’s […]

  • Why kids still need to learn to code in the age of AI 

    Why kids still need to learn to code in the age of AI 

    Reading Time: 3 minutes

    Today we’re publishing a position paper setting out five arguments for why we think that kids still need to learn to code in the age of artificial intelligence.

    A whimsical cartoon of someone struggling with vibe coding at a desktop computer and a second person with a superhero cape and a t-shirt saying 'programmer' coming to their rescue.
    Generated using ChatGPT.

    Just like every wave of technological innovation that has come before, the advances in artificial intelligence (AI) are raising profound questions about the future of human work. History teaches us that technology has the potential to both automate and augment human effort, destroying some jobs and creating new ones. The only thing we know for sure is that it is impossible to predict the precise nature and pace of the changes that are coming. 

    One of the fastest-moving applications of generative AI technologies are the systems that can generate code. What started as the coding equivalent of autocomplete has quickly progressed to tools that can generate increasingly complex code from natural language prompts. 

    This has given birth to the notion of “vibe-coding” and led some commentators to predict the end of the software development industry as we know it. It shouldn’t be a surprise then that there is a vigorous debate about whether kids still need to learn to code. 

    In the position paper we put forward five arguments for why we think the answer is an unequivocal yes.

    We need humans who are skilled programmers 

    First, we argue that even in a world where AI can generate code, we need skilled human programmers who can think critically, solve problems, and make ethical decisions. The large language models that underpin these tools are probabilistic systems designed to provide statistically acceptable outputs and, as any skilled software engineer will tell you, simply writing more code faster isn’t necessarily a good thing. 

    Learning to code is an essential part of learning to program

    Learning to code is the most effective way we know for a young person to develop the mental models and fluency to become a skilled human programmer. The hard cognitive work of reading, modifying, writing, explaining, and testing code is precisely how young people develop a deep understanding of programming and computational thinking. 

    Learning to code will open up even more opportunities in the age of AI 

    While there’s no doubt that AI is going to reshape the labour market, the evidence from history suggests that it will increase the reach of programming and computational approaches across the economy and into new domains, creating demand for humans who are skilled programmers. We also argue that coding is no longer just for software engineers, it’s becoming a core skill that enables people to work effectively and think critically in a world shaped by intelligent machines. From healthcare to agriculture, we are already seeing demand for people who can combine programming with domain-specific skills and craft knowledge. 

    Coding is a literacy that helps young people have agency in a digital world

    Alongside the arguments for coding as a route to opening up economic opportunities, we argue that coding and programming gives young people a way to express themselves, to learn, and to make sense of the world. 

    And perhaps most importantly, that learning to code is about power. Providing young people with a solid grounding in computational literacy, developed through coding, helps ensure that they have agency. Without it, they risk being manipulated by systems they don’t understand. As Rushkoff said: “Program, or be programmed”.  

    The kids who learn to code will shape the future

    Finally, we argue that the power to create with technology is already concentrated in too small and homogenous a group of people. We need to open up the opportunity to learn to code to all young people because it will help us mobilise the full potential of human talent, will lead to more inclusive and effective digital solutions to the big global challenges we face, and will help ensure that everyone can share in the societal and economic benefits of technological progress. 

    The work we need to do 

    We end the paper with a call to action for all of us working in education. We need to challenge the false narrative that AI is removing the need for kids to learn to code, and redouble our efforts to ensure that all young people are equipped to take advantage of the opportunities in a world where AI is ubiquitous.

    You can read the full paper here:

    The cartoon image for this blog was created using ChatGPT-4o, which was prompted to produce a “whimsical cartoon that expresses some of the key ideas in the position paper”. It took several iterations.

    Website: LINK

  • Young tech creators take over Bradford at Coolest Projects UK

    Young tech creators take over Bradford at Coolest Projects UK

    Reading Time: 5 minutes

    Bradford was buzzing with excitement this May as over 170 young digital makers from across the UK gathered for Coolest Projects UK 2025 at the Life Centre to celebrate the amazing things young people create with technology. Run by the Raspberry Pi Foundation and hosted by BBC science presenter Greg Foot, the free, in-person event brought together budding creators, families, mentors, and even a few troops of Scouts for a fun-filled day.

    From AI tools and advanced programming to Scratch games and hardware builds, the showcase featured an incredible range of projects from 113 Coolest Projects participants and 58 scouts. Every young person received thoughtful feedback from industry professionals, the chance to try hands-on coding challenges, and the thrill of sharing what they built with a welcoming crowd and other creators.

    Two young creators connecting on the day over a project.

    A day of discovery and digital making

    Coolest Projects UK 2025 wasn’t just about showcasing finished products; it celebrated every part of the creative journey. Many creators shared works-in-progress or prototypes, sparking conversations around design, problem-solving, and learning through code.

    One of the day’s highlights was an interactive escape room designed just for the event, giving attendees a chance to flex their logical thinking and collaboration skills. And for 58 visiting Scouts, the day was a chance to earn their Digital Maker Badge and share their creations with the showcase participants.

    Two young scouts getting hands-on at a workshop.

    Greg Foot is known for BBC Radio 4’s Sliced Bread and other popular science shows. He brought energy and enthusiasm as host, sharing stories and celebrating young people’s creativity on stage.

    Greg hosting the awards ceremony where every participant received an award along with a few being given the extra recognition of judges’ favourite.

    A platform for everyone

    Many of this year’s participants came from local Code Clubs, CoderDojos, and schools across the UK. Others had worked independently to bring their ideas to life. The event encouraged collaboration and connection, with creators exchanging feedback, learning from each other, and celebrating shared interests.

    Earlier this year, young people from Bradford also had the chance to take part in hands-on workshops. Held at the National Science and Media Museum, they were guided on getting started with digital making and developing their own project ideas for the showcase.

    Featured projects

    Here are a few of the projects that were showcased on the day. Each one demonstrates the power of digital tools and the fun and creativity that young people bring to their Coolest Projects journeys. Here’s what the creators had to say about their work, what inspired them, and their experiences of the day:

    Arlo | MUST. EAT. DONUTS., AI

    Arlo’s interactive game featured AI models that used face and mouth tracking to make the main character, called Chompy, mirror the movements of the player. Arlo’s game was inspired by a session at his Code Club. He came across a video sensing motion plug-in and realised he could make a game that used the player’s head as the controller. 

    “It is a fun and silly game for all to play. I also created the artwork myself in my own style, as drawing is another one of my passions, alongside coding. I would love to come back next year, maybe in a different category. I wanted to enter because I got the chance to share my coding and drawing skills, and I was excited to think others may play a game I created.”

    Arlo showing his project to the event host Greg Foot.

    Felicia and Francesca | The Silent Forest, Scratch

    Felicia and Francesca created a top-down, Zelda-style RPG in Scratch, where the player explores a pixel world and interacts with characters and objects. Instead of using the keyboard, the game is controlled with a Micro:bit. Felicia shared with us why they wanted to showcase the game at Coolest Projects.

    “I went to Coolest Projects UK because I love making things with Scratch and wanted to show my game to other people. It was a fun way to share what I built, see what other kids made, and learn new ideas. I wanted to challenge myself and be part of something really cool!”

    Eesa, Yahya and Yusha | Let’s Speak Arabic!, Scratch

    Let’s Speak Arabic is an interactive program designed to help people learn conversational Arabic. Eesa, Yahya, and Yusha are home educated and study a book called Al Arabiyyah Bayna Yadayk together. This inspired them to think about fun ways to upgrade their study, and the idea for gamifying their learning through Scratch was born. The team shared a little about their experience:

    “The event was awesome. Actually, it was even better than we imagined! We loved meeting people from all over the country, really enjoyed playing other people’s games, and got lots of ideas for what we could code in the future. And, our parents were so proud we got judge’s favourite!”

    Jay | J Bot, Hardware

    Jay is a long-time friend of the Foundation and has been taking part in Coolest Projects online and in person for the past few years. He wowed again this year with his life-sized J Bot and shared with us why he thinks Coolest Projects is such an important event for the young creator community.

    “I know it might seem a bit intimidating to come and showcase in front of all these people, but I feel more and more people should try and get involved [in Coolest Projects] because it’s a really good community of people. And they are really supportive as well. So I would just say, give it a go. Don’t be nervous because people are here to help you along the way.”

    Jay showing his project, J Bot, to another young creator.

    What’s next?

    Coolest Projects UK continues to grow as a platform for the next generation of changemakers. We can’t wait to see what they create next!

    Although the online showcase and Foundation-led events are now closed for this year, there are still many more partner events happening globally throughout 2025.

    Visit coolestprojects.org to learn more.

    A young creator showcasing her hardware project.

    Code Club: A place to keep creating

    Coolest Projects is just one part of the Raspberry Pi Foundation’s work to help young people explore computing. Across the UK and Ireland, over 2000 free Code Clubs offer sessions where young people build digital skills, grow in confidence, and work on creative projects with others. Across the world, there are nearly 6000 more clubs running.To find your local Code Club or get involved as a volunteer, head to codeclub.org.

    Website: LINK

  • Bridging the divide: Connecting global communities with Experience AI

    Bridging the divide: Connecting global communities with Experience AI

    Reading Time: 6 minutes

    From smart devices to workplace tools, AI is becoming part of everyday life and a major part of how people are thinking about the future — raising big questions about access, skills, and readiness.

    As governments around the world create AI strategies for the decade ahead, many are seeing an urgent need to address the large gap between how AI tools are already impacting jobs and people’s lives, and making sure young people have the chance to gain the skills and knowledge to keep up with this rapid pace of technological change. This gap is larger still when it comes to opportunities for educationally underserved communities.

    A group of students and educators holding an Experience AI poster.

    That’s why we’re excited to share how Experience AI, our AI literacy programme, is helping organisations around the world create these much-needed opportunities for young people.

    The value of a global network

    Experience AI was co-developed in 2022 by us and industry experts at Google DeepMind with a clear mission: to equip teachers with free, accessible, easy-to-use classroom resources that build AI literacy from the ground up. The programme offers a suite of materials to help students understand real-world applications of AI, the basics of machine learning, and the ethical considerations around these technologies.

    A picture of Philip Colligan delivering a talk.

    In 2023, we started building an international Experience AI network by collaborating with a group of our existing educational partners. We saw a huge amount of interest and received very positive feedback, and through our partnerships we reached an estimated one million young people. In late 2024, with support from Google.org, we tripled the size of our Experience AI partner network to 21, with new organisations joining from across Europe, the Middle East, and Africa. In this way, we aim to reach an additional 2.3 million young people by December 2026, helping them to gain the knowledge and skills to confidently engage with AI in an ever-changing world.

    Each partner in the Experience AI network is a unique educational organisation looking to create lasting social change. Through their local knowledge and networks, we can present Experience AI to educators and students in a way that is engaging and relevant for local communities. 

    A group of students participating in an Experience AI session.

    Partners help us to adapt and translate our resources, all while making sure that the core pedagogy and design principles of Experience AI are preserved. Just as importantly, these organisations train thousands of teachers on how to use the materials, providing educators with free support. With their work, they reach communities that otherwise may have never had the opportunity to learn about AI.

    We asked some of our partners to share their insights on the impact Experience AI is having on the teachers and young people in their communities.

    Building communities

    The Latvian Safer Internet Centre (LSIC), an initiative of our partner, the Latvian Internet Association (LIA), is dedicated to helping young people protect themselves online, and to preparing them for a fast-changing digital economy. As an Experience AI partner, they aim to train 850 teachers and support 43,000 students to build a strong foundation in AI literacy through the programme.

    “We hope to spark a cultural shift in how AI is […] taught in Latvian schools. Our goal is for AI literacy to become a natural part of digital competence education, not an optional extra.”

    A woman is delivering a presentation about Experience AI.

    Based in Riga, the team is travelling to 18 different regions across Latvia to bring in-person professional development to teachers, including those in rural communities far from major cities. By meeting teachers where they are, the LIA are creating invaluable networks for learning and support between communities. Through hands-on training, they are also supporting teachers to bring Experience AI into their own classroom, creating examples which are suited for their learners.

    “We chose an in-person training model because it fosters a more collaborative and engaging environment, especially for teachers who are new to AI. Many educators, particularly those who are less confident with digital tools, benefit from direct interaction, real-time discussions, and the chance to ask questions in a supportive setting.” 

    As an Experience AI partner, the Latvian Internet Association is not just delivering content but working to strengthen digital competency across the country and ensure that no teacher or student is left behind in Latvia’s AI journey. 

    One teacher shares: “The classroom training was truly valuable: it gave us the chance to exchange ideas and reflect on our diverse experiences. Hearing different perspectives was enriching, and I’m glad we’re shaping the future of our schools together.”

    “AI is for everyone”

    EdCamp Ukraine’s mission is to unite educators and help them to grow. Operating from their main base in Kharkiv, near the Eastern border and the frontline of the ongoing war in Ukraine, they see AI as both a tool for new technological breakthroughs and as something that can help build a fairer, more efficient, and resilient society.

    “We firmly believe AI should not only be an object of study — it must become a tool for amplifying human potential. AI should also not be a privilege, but a resource for everyone. We believe the Experience AI programme can truly transform education from the bottom up.”

    A man is delivering a presentation about Experience AI to a group of educators.

    Within their community of 50,000 teachers, EdCamp Ukraine ensures that every educator, regardless of their living conditions or where they work, can access high-quality, relevant, and accessible support. For the organisation, the ongoing situation in Ukraine means being flexible with planning, preparing for a range of different outcomes, and being ready to pivot delivery to different locations or to an online setting when needed. These same considerations apply to EdCamp Ukraine’s teacher community, who need to be ready to adapt their lessons for any scenario.

    “Recognising these war-related challenges helps us see the bigger picture and always have contingency plans in place. We think ahead and develop flexible scenarios.”

    Two educators looking at a laptop screen.

    This year, the team piloted Experience AI through their community of trainers, who, when they’re not training, are busy teaching in the classroom. Teacher Yuliia shared how her students valued the opportunity to be creators, rather than just users of technology:

    “One student, who is an active AI user, kept silent during the lesson. I thought he wasn’t interested, but during the reflection he shared a lot of positive feedback and expressed his gratitude. Other students said it was important that they weren’t just told about AI — they were using it, creating images, and working with apps.”

    A group of educators looking at a laptop screen.

    EdCamp Ukraine plans to roll out training for Ukrainian teachers this autumn, reaching 2,000 teachers and 40,000 young people by the end of next year. 

    More countries, more classrooms 

    Two new partners in Nigeria are about to join the Experience AI network, and there are many more organisations in more countries coming soon. As our partner network continues to grow, we are excited to reach more communities and give more young people around the world the chance to build AI literacy skills and knowledge. 

    You can find out more about Experience AI on the website. If your organisation is interested in partnering with us to deliver Experience AI, please register your interest and we will let you know about opportunities to work with us.

    Website: LINK

  • Beyond phone bans: Empowering students to critically navigate and reimagine technology

    Beyond phone bans: Empowering students to critically navigate and reimagine technology

    Reading Time: 6 minutes

    Amidst heated discussion of smartphones and their impacts on young people’s lives, it’s become a frequent recommendation to ban phones in schools. Below I summarise the research evidence on smartphone bans (it’s mixed) and share tips for computing educators on how to constructively address the topic with their learners and empower them to think critically about technology design.

    Photo of a young person showing their mobile phone to a peer.

    A turning tide

    2024 was the year the tide turned against smartphones. Across the world, parents, teachers, and governments highlighted the risks of excessive phone use among young people. In the UK, the ‘Smartphone Free Childhood’ movement emerged, quickly growing to 100,000 members who advocate for keeping smartphones away from children due to concerns about addiction, harmful content, and mental health. Jonathan Haidt’s global bestseller The Anxious Generation has further fuelled the movement, linking smartphone use to adolescent mental health issues and recommending phonefree schools. Meanwhile, countries including England, France, and Finland have urged schools to adopt strict phone bans, hoping to reduce classroom distractions and enhance student safety.

    Photo of a young person in a classroom showing their phone screen to their friends.

    Despite widespread support, academic research on phone bans remains limited and inconclusive. Given this situation, computing educators are uniquely positioned to offer an alternative approach.

    Evaluating evidence on phone bans 

    The rapid spread of school smartphone bans is a straightforward response to complex issues around personal technology use in education. Teachers and parents frequently view phones as inherently disruptive, a perspective supported by studies that show phones can impair students’ focus and engagement in lessons. Concerns about cyberbullying and addiction contribute to this view, with many educators seeing bans as a practical solution to mitigate risks. Surveys in England reveal that nearly half of all secondary schools now enforce all-day bans. This trend was supported by teachers participating in my master’s degree research, who see these policies as necessary to reduce distractions and maintain control in the classroom. 

    “Calls for outright bans may oversimplify the conversation.”

    Yet calls for outright bans may oversimplify the conversation, limiting opportunities to examine both the benefits and the risks of smartphone use in schools. Evidence on the impact of phone restrictions is mixed: while some studies suggest restrictions may benefit learning, especially for students who struggle the most, others indicate no significant impact on academic outcomes. Additionally, recent findings show that cyberbullying is not directly linked to time spent online, with traditional bullying still more prevalent in schools. Even the narrative around smartphone addiction is contested, with some researchers suggesting that concerns about addiction may be overstated. And some schools do not have access to digital devices for learners and then smartphones may play a crucial role in teaching and learning digital literacy skills.

    Photo of four young people sitting at their desks, on their mobile phones.

    As the debate over smartphone bans continues, educators have an opportunity to move beyond restrictions and engage students in understanding the technology that shapes their lives. This is where computing educators can really make a difference. How can they guide students to understand why technology is designed to capture attention and what lies behind these design choices?

    Understanding and questioning the design of technology 

    School smartphone bans can feel like a hopeless act that suggests phones and social media are inherently incompatible with learning and student well-being. This approach assumes the only solution is to remove them, rather than considering how these technologies might be better managed or reimagined to support young people. What if, instead of banning phones, educators worked with students to explore why they are so captivating and how they could be designed differently? Computing educators can lead this exploration. With digital literacy as part of their curriculum, computing teachers can help students question the motives behind their devices, fostering a critical understanding of the forces shaping their digital world.

    “With digital literacy as part of their curriculum, computing teachers can help students question the motives behind their devices, fostering a critical understanding of the forces shaping their digital world.”

    At the heart of how social media platforms are designed is their business models. Tech companies rely on features such as notifications, autoplay, and infinite scrolling to maximise user engagement and revenue. This is part of what the writer Shoshana Zuboff calls “surveillance capitalism”, where companies gather vast amounts of behavioural data by keeping users engaged on their platforms for as long as possible.

    In the classroom, educators can open discussions with students on the motives behind technology design, exploring questions such as why platforms want users to stay engaged, and what data they are collecting. Activities might include analysing popular apps to identify which features encourage prolonged use, or debating how social media could be designed to prioritise user wellbeing. By critically examining these design choices, students can better understand the forces driving their digital interactions and consider ways in which technology could be reimagined to serve them, rather than just profiting from them. 

    Collaborative policymaking 

    Once young people understand why phones and social media are designed the way they are, educators can work with students to create phone policies that reflect shared values and goals. This collaborative approach encourages students to take ownership of their technology use, and computing teachers, drawing on their knowledge of technology design and digital literacy, are ideally positioned to facilitate these discussions.

    Photo of three school pupils together looking at a mobile phone.

    Research suggests that policies developed with student input are more effective, as they foster responsibility and engagement. By involving students in policymaking, educators can encourage them to consider how phones could support rather than hinder learning. For example, students might agree that phones should stay off during certain times, or in certain spaces, but that they might be useful in other scenarios where access benefits learning. This kind of flexibility ensures that phones are used thoughtfully, allowing for both practical boundaries and opportunities for educational use.

    Critical skills for navigating the digital world

    As debate around smartphone use in schools continues, academic research remains inconclusive on the effectiveness of phone bans. This uncertainty presents computing educators with an opportunity to move beyond restrictive policies and foster deeper understanding. By guiding students to explore why phones and social media are designed to capture attention, we can help to equip them with the critical skills needed to navigate their digital world thoughtfully. Involving students in crafting flexible, meaningful phone policies reinforces this understanding, giving them a sense of agency in shaping technology’s role in their lives.

    Close up photo of a desk with school books, various coloured pens and a mobile phone in shot.

    Computing educators are uniquely positioned to empower students, not just as users, but as active challengers of technology design norms. Embracing a collaborative approach allows computing educators to inspire students to envision a future where technology genuinely serves their growth and their learning, rather than commercial interests.

    More on digital literacy for young people

    A version of this article appears in the newest issue of Hello World magazine, which is all about teaching digital literacy. Explore issue 26 and download your free PDF copy today.

    You can also listen to our recent Hello World podcast episode discussing the myth of the ‘digital native’ and whether today’s young people are tech-savvy or tech-dependent.

    Website: LINK

  • Teaching digital literacy without devices

    Teaching digital literacy without devices

    Reading Time: 5 minutes

    Lack of access to devices presents teachers with challenges in any setting. In schools, money is often limited and digital technology may not be the priority when buildings need maintenance or libraries need replenishing. This issue is particularly important when the very subject you teach relies on and relates to devices that you may have limited or no access to.

    An educator helps students with a coding task in a classroom.

    It must be frustrating for teachers in this situation to see marketing campaigns from companies showing how their curriculum offering will use the very latest in robotics, AI, or media production, when the teachers’ reality is that they don’t have anything like the means or resources to deliver this. 

    Fortunately there are approaches that can help. Below I outline some of the ways we are working with teachers to make the teaching of computing and digital literacy less resource-heavy and more accessible and equitable. 

    Schools in Kenya: A case study 

    Our work with Kenyan teachers has brought the access issue into sharp focus for us. We are currently developing free resources to deliver the Kenyan curriculum to schools in Mombasa and the Frontier Counties. There are big contrasts both between and within these two areas of the country. Some schools are well equipped with digital technology, while others have very little access to any computing devices; in these schools, smartphones play a crucial role.

    Students code in Scratch on a computer.

    With that in mind, the curriculum resources we develop suggest class activities that make the most of limited devices, such as the use of projected demonstrations. We also provide a step-by-step guide to computing tasks, with screenshots, to guide learners through the tasks conceptually. This ensures learners understand the process and can apply their new knowledge once they gain access to the necessary devices. 

    We make these resources available online and in downloadable documents. This means the resources can be taken offline and taught in places without stable internet connection. We are also careful to limit file sizes, to make downloads more accessible. Wherever possible, our resources are device-agnostic, so that they can be accessed on a wide range of devices, including personal devices such as mobile phones.

    A close-up shot shows a person's hand holding a small red LED light, which is illuminated.

    As well as tailoring curriculum resources, we have also adapted our teacher training to make it more accessible for people with less experience of using computing devices. For example, during a recent project coaching community trainers in Mombasa, we emphasised activities that improve digital skills on various devices. This meant that when passing the training on to other teachers, the community trainers had a broader set of skills across a wider range of devices.

    An educator delivers a lesson to students in a classroom.
    You’ll be able to read more about the impact of our work with Kenyan schools in an upcoming blog post.

    Unplugged activities

    Even computing-specific concepts such as a programming construct can, to a degree, be taught with very limited access to devices. Unplugged activities, where no digital technology is required, can be used to introduce fundamental concepts such as sequencing and repetition.

    A group of men holding a string.

    For example, you can ask learners to recognise patterns in repeating sequences of colours and identify how to describe the sequences without repeating the colours many times. While it is good practice to link the learning from an unplugged activity back to a plugged activity, students will still benefit when that is not possible. 

    Emulators 

    There are also a significant number of devices which offer online emulator apps that mirror the functions of the physical device. Consider Bee-Bot floor robots, which can be relatively expensive to purchase and may get damaged in a classroom. If you don’t have the physical device, its emulator app provides a similar experience.

    Three young learners present their coding project.

    Similarly, the micro:bit, a versatile microcontroller for young people, can be emulated in the MakeCode programming environment, including all its buttons and sensors. There are also numerous emulators which enable you to make and test your own circuits using a variety of hardware platforms. 

    What do you actually need? 

    Sometimes it can be helpful to look up what devices you actually need — they might not be as expensive as you think. General-purpose, single-board computers such as Raspberry Pi can be bought new for less than £25, and more powerful models still under £50.

    A young learner is building his project at a Coolest Projects event.

    Similarly, microcontrollers such as Raspberry Pi Pico, micro:bit, or Crumble, range from about £5 to £20 per device. Accessories such as LEDs, jumper leads, motors, and buzzers are also reasonably priced. They can be a relatively low-cost entry into physical computing and robotics, especially if you pair them with craft materials or share devices between students.

    Make the most of it 

    However limited your access to devices is, I encourage you to:

    • Look out for partners or solution providers that prioritise inclusivity and accessibility in their resources
    • Consider whether you can make activities accessible on a wider range of devices and use what students may already have (check out the OctoStudio app for smartphones for example)
    • Use unplugged activities, and relate them back to plugged devices when possible
    • Look up devices which might be more affordable than you realised

    If you have your own tips to share with fellow teachers, please comment below.

    More on digital literacy

    You can discover our free teacher training and classroom resources, and read about how we’ve integrated digital literacy in The Computing Curriculum.

    A version of this article appears in the newest issue of Hello World magazine, which is all about digital literacy. Explore issue 26 and download your free PDF copy today.
    You can also listen to our recent Hello World podcast episode exploring three teachers’ digital literacy tips for the classroom.

    Website: LINK

  • Experience CS: A safe, creative way to teach computing

    Experience CS: A safe, creative way to teach computing

    Reading Time: 3 minutes

    Experience CS is our new free curriculum that helps elementary and middle school educators (working with students aged 8 to 14) teach computer science with confidence through creative, cross-curricular lessons and projects. Designed for teachers, by teachers, Experience CS is built to be easy to use in classrooms, with everything you need integrated into one safe, school-friendly platform.

    A group of young people and educators smiling while engaging with a computer

    In this blog post, we will share more about the safety features of Experience CS, and the steps we’ve taken to make the platform a great fit for your school.

    A safe, teacher-managed environment

    Experience CS supports young people to develop their understanding of computer science through engaging, interactive projects using the programming language Scratch. Scratch is a popular block-based language that helps young people get started with coding, and Experience CS includes a version of Scratch that we have built especially for schools. With our version, which is fully integrated into the Experience CS platform, students can explore coding in a teacher-managed, closed environment that aligns with schools’ safeguarding policies and gives you full control over what your students see and do.

    Scratch coding within Experience CS. If you've used our Code Editor, you'll recognise this interface.
    Scratch coding within Experience CS. If you’ve used our Code Editor, you’ll recognise this interface.

    Student safety and privacy are at the forefront in Experience CS, which means:

    • A private, closed environment. Projects are kept within the classroom and cannot be published to a public gallery.
    • Teacher-controlled access. Students don’t need to create or manage their own accounts. Teachers manage their students’ access, with no student email addresses required.
    • No social features. Students don’t create public profiles or follow other users, and there are no chat or comment features for young people.
    • Curated content. Students can only access the projects and materials you share with them, not content from other users.

    Tailor-made for schools

    We have designed every part of the Experience CS platform with school environments in mind, making it easier for teachers to manage and for students to use.

    Here’s how:

    • Fully integrated platform. Everything students need is built into the Experience CS platform, including Scratch, lesson resources, student materials, and project templates. There is no need to visit other websites.
    • Simple access. Teachers generate class codes so learners can jump straight into activities, with no student email address required.
    • Automatic progress saving. Students’ projects are saved in the platform and linked to their class. Teachers can see students’ progress at a glance.
    • Teacher control. Teachers have full visibility of students’ activity, and what students see and do stays within the classroom environment.

    Experience CS gives you the tools and peace of mind to deliver creative, engaging computer science lessons and activities in a way that works for your school. You will be able to effortlessly manage students’ work, with everything you and your students need provided within a simple, intuitive interface.

    A computing educator with three students at laptops in a classroom.

    Be the first to try Experience CS

    Experience CS is launching soon, and we can’t wait to see what you and your students create with it.

    If you would like early access, want to stay up to date, or are interested in trying Experience CS out in your classroom, sign up for updates and we’ll keep you in the loop.

    We’re also planning ahead: in the coming months, we’ll make our version of Scratch available to all schools and clubs via our Code Editor. That means whether or not you use the Experience CS curriculum, you’ll be able to run safe, creative coding sessions using Scratch in a school-friendly environment.

    Website: LINK

  • Research insights to help learners develop data awareness

    Research insights to help learners develop data awareness

    Reading Time: 7 minutes

    An increasing number of frameworks describe the possible contents of a K–12 artificial intelligence (AI) curriculum and suggest possible learning activities (for example, see the UNESCO competency framework for students, 2024). In our March seminar, Lukas Höper and Carsten Schulte from the Department of Computing Education at Paderborn University in Germany shared with us a unit of work they’ve developed that could inform such a curriculum. At its core, the unit enhances young people’s awareness of how their personal data is used in the data-driven technologies that form part of their everyday lives.

    Headshot of Lukas Höper
    Lukas Höper
    Headshot of Dr Carsten Schulte
    Carsten Schulte

    Lukas Höper and Carsten Schulte are part of a larger team who are investigating how to teach school students about data science and Big Data.

    Carsten explained that Germany’s informatics (computing) curriculum includes a competency area known as Informatics, People and Society (IPS), which explores the interrelationships between technology, individuals, and society, and how computation influences and is influenced by social, ethical, and cultural factors. However, research has suggested that teachers face several problems in delivering this topic, including:

    • Lack of subject knowledge 
    • Lack of teaching material
    • Lack of integration with other topics in informatics lessons
    • A perception that IPS is the responsibility of other subjects

    Some of the findings of that 2007 research were mirrored in a more recent local study in 2025, which found that although there have been some gains in subject knowledge in the interval period, the problems of a lack of teaching material and integration with other computer science (CS) topics persist, with IPS increasingly perceived as the responsibility of the informatics subject area alone. Despite this, within the informatics curriculum, IPS is often the first topic to be dropped when educators face time constraints — and concerns with what and how to assess the topic remain. 

    Photo focused on a young person working on a computer in a classroom.

    In this context, and as part of a larger, longitudinal project to promote data science teaching in schools called ProDaBi, Carsten and Lukas have been developing, implementing, and evaluating concepts and materials on the topics of data science and AI. Lukas explained the importance of students developing data awareness in the context of the digital systems they use in their everyday lives, such as search engines, streaming services, social media apps, digital assistants, and chatbots, and emphasised the difference between being a user of these systems and a data-aware user. Using the example of image recognition and ‘I am not a robot’ Captcha services, Lukas explained how young people need to develop a data-aware perspective of the secondary purposes of the data collected by these (and other) systems, as well as the more obvious, primary purposes. 

    Lukas went on to illustrate the human interaction system model, which presents a continuum of possible different roles, from the student as the user of digital artefacts to the student as the designer of digital artefacts. 

    Figure 1. Different roles in interactions with data-driven technologies
     Figure 1. Different roles in interactions with data-driven technologies

    To become data-aware users of digital artefacts, students need to be able to understand and reflect on those digital artefacts. Only then can they proceed to become responsible designers of digital artefacts. However, when surveyed, some students were only moderately interested in engaging with the inner workings of the digital technologies they use in their everyday lives. Many students prefer to use the systems and are less interested in how they process data. 

    The explanatory model approach in computing education

    Lukas explained how students often become more interested in data-driven technologies when learning about them with explanatory models. Such models can foster data awareness, giving students a different perspective of data-driven technologies and helping them become more empowered users of them. 

    To illustrate, Lukas gave the example of an explanatory model about the role of data in digital systems. Such a model can be used to introduce the idea that data is explicitly and implicitly collected in the interaction between the user and the technology, and used for primary and secondary purposes. 

    The four parts of the explanatory model.
    Figure 2. The four parts of the explanatory model

    Lukas then introduced two teaching units that were developed for use with middle school children to evaluate the success of the explanatory model approach in computing education. The first unit explores location data collected by mobile phone networks and the second features recommendation systems used by movie streaming services such as Netflix and Amazon Prime.

    Taking the second unit as their focus, Lukas and Carsten outlined the four parts of the explanatory model approach: 

    Part 1

    The teaching unit begins by introducing recommendation systems and asking students to think about what a streaming service is, how a personalised start page is constructed, and how personal recommendations might be generated. Students then complete an unplugged activity to simulate the process of making movie recommendations for a peer:

    Task 1: Students write down movie recommendations for another student. 

    Task 2: They then ask each other questions (they collect data). 

    Task 3: They write down revised movie recommendations.

    Task 4: They share and evaluate their recommendations.  

    Task 5: Together they reflect on which collected data was helpful in this exercise and what kind of data a recommendation system might collect. This reflection introduces the concepts of explicit and implicit data collection. 

    Part 2

    In part 2, students are given a prepared Jupyter Notebook, which allows them to explore a simulation of a recommendation system. Students rate movies and receive personal recommendations. They reconstruct a data model about users, using the idea of collaborative filtering with the k-nearest neighbours algorithm (see Figure 3). 

    Figure 3. Data model of movie ratings
    Figure 3. Data model of movie ratings

    Part 3

    In part 3, the concepts of primary and secondary purposes for data collection are introduced. Students discuss examples of secondary purposes such as personalised paywalls for movies that can be purchased, and subscriptions based on the predictions of future behaviour. The discussion includes various topics about individual and societal issues (e.g. filter bubbles, behaviour engineering, information asymmetry, and responsible development of data-driven technologies). 

    Part 4

    Finally, students use the explanatory model as an ‘analytical lens’. They choose other examples from their everyday lives of technologies that implement recommendation systems and analyse these examples, assessing the data practices involved. Students present their results in class and discuss their role in these situations and possible actions they can take to become more empowered, data-aware users.

    Uses of explanatory models

    Using the explanatory model is one approach to make the Informatics, People and Society strand of the German informatics curriculum more engaging for students, and addresses some of the problems teachers identify with delivering this competency area. 

    In presenting the idea of the explanatory model, Carsten and Lukas emphasised that the model in use delivers content as well as functioning as a tool to design teaching content. In the example above, we see how the explanatory model introduces the concepts of:

    1. Explicit and implicit data collection
    2. Primary and secondary purposes of that data 
    3. Data models 

    The explanatory model framework can also be used as a focus for academic research in computing education. For example, further research is needed to evaluate if explanatory models are appropriate or ‘correct’ models and to determine the extent to which they are useful in computing education. 

    In summary, an explanatory model provides a specific perspective on and explanation of particular computing concepts and digital artefacts. In the example given here, the model focuses on the role of data in a recommender system. Explanatory models are representations of concepts, artefacts, and socio-technical systems, but can also serve as tools to support teaching and learning processes and research in computing education. 

    Figure 4. Overview of the perspectives of explanatory models
    Figure 4. Overview of the perspectives of explanatory models. Click to enlarge.

    The teaching units referred to above are published on www.prodabi.de (in German and English). 

    See the background paper to the seminar, called ‘Learning an explanatory model of data-driven technologies can lead to empowered behaviour: A mixed-methods study in K-12 Computing education’.

    You can also view the paper describing the development of the explanatory model approach, called ‘New perspectives on the future of Computing education: Teaching and learning explanatory models’.

    Join our next seminar

    In our current seminar series, we’re exploring teaching about AI and data science. Join us at our next seminar on Tuesday 13 May at 17:00–18:30 BST to hear Henriikka Vartiainen and Matti Tedre (University of Eastern Finland) discuss how to empower students by teaching them how to develop AI and machine learning (ML) apps without code in the classroom.

    To sign up and take part in our research seminars, click below:

    You can also view the schedule of our upcoming seminars, and catch up on past seminars on our previous seminars and recordings page.

    Website: LINK

  • How to bring digital literacy into your classroom: practical tips from the Hello World podcast

    How to bring digital literacy into your classroom: practical tips from the Hello World podcast

    Reading Time: 4 minutes
    Teacher tips: Digital literacy thumbnail. The background of the image comprises of a still taken from the episode, featuring Hello World podcast host James Robinson on the right of the image. The episode title 'Teacher tips: Digital literacy' is overlayed on the left of the screen. The Hello World logo has been superimposed on the top right hand corner of the image.

    Are you looking to strengthen digital literacy in your classroom? In the latest episode of the Hello World podcast, three experienced teachers from the USA and the UK share practical tips they’ve used in their classrooms to help their students build digital literacy. Whether you’re just getting started with digital literacy or looking for new ideas, the episode is full of real-world advice you can apply straight away.

    Behind the scenes image of the team recording an episode of the Hello World podcast.
    Behind the scenes whilst recording the Teacher Tips: Digital literacy episode of the Hello World podcast.

    The episode also marks the launch of a new mini-series on the Hello World podcast focusing on digital literacy. Throughout the series, which totals three episodes, we’ll continue conversations that feature in the latest issue of the Hello World magazine, sharing expert insights and real-world examples from educators who are integrating digital literacy into their classrooms.

    So tune in this week, then stay tuned!

    Who features in this episode, and what will I learn?

    We’ve got tips from three teachers whose articles feature in Hello World’s newest magazine issue.

    Katie Dahlman from Bloomington, MN, USA

    Get ready for some top tips from Katie Dahlman, a preschool teacher and Digital Learning Specialist in Bloomington Public Schools in Minnesota, USA. With over 16 years of experience as an early childhood educator, Katie has dedicated her time to developing engaging computer science (CS) lessons for young learners.

    Headshot of Katie Dahlamn, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

    Katie believes that digital literacy starts with building foundational skills to prepare students for their roles as digital citizens. One of the tips Katie shares in the episode emphasises the importance of integrating computational thinking into the classroom: 

    “My second tip for enhancing digital literacy in your classroom is to integrate computational thinking skills and vocabulary into your existing curriculum.”

    Read Katie’s article ‘Tech tinkering and teamwork’ on pages 52–53 of Hello World, issue 26.

    Curt Hitchens from Rock Spring, GA, USA

    We also hear from Curt Hitchens, a computer science teacher at Saddle Ridge Elementary and Middle School in Rock Spring, Georgia, USA. Since 2018, Curt has been teaching computer science and now serves as a Virtual CS Specialist for the Georgia Department of Education.

    Headshot of Curt Hitchens, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

    Curt explains in the podcast that digital literacy is about equipping students with the necessary skills to use technology effectively in everyday situations and the workplace. He also shares an important tip for teachers, encouraging them to give students regular chances to engage in hands-on learning:

     “Make sure that you’re providing consistent opportunities for creation and exploration within your classes.”

    Read Curt’s article ‘Computer science opportunities in rural schools’ on pages 46–47 of Issue 26.

    Halima Bhayat, London, UK

    The episode also features Halima Bhayat, the Head of Computing and Digital T Levels at Ursuline High School in London, UK. Halima is an Asian Women of Achievement 2021 Finalist, a digit<all> ambassador, an Amazon teacher, and the Computing at School Merton lead for all schools.

    Headshot of Halima Bhayat, a guest teacher who featured on the 'Teacher tips: Digital literacy' episode of the Hello World podcast.

    With a wealth of experience, she emphasises that digital literacy is more than about using technology — it’s about understanding how the digital world functions, how technology shapes our daily lives, and how it impacts individuals and communities.

    One of Halima’s top tips for enhancing digital literacy in the classroom is to focus on touch typing. She believes that students should be equipped with fast and efficient typing skills, as so many tasks today are online.

    “My first tip would be to get [your students] touch typing, get them to start becoming faster with their fingers on those keyboards, because lots of things have become online.”

    Read Halima’s article ‘From switches to success’ on pages 76–77 of Issue 26.

    Listen now

    To hear more practical tips and discover what else our guest teachers have to say, listen to or watch the full episode here. 

    We hope this episode inspires you and helps you to engage your students in computing. We’d love to hear your thoughts, your feedback, and any of your own tips on the topic of digital literacy in the comments section below.

    We hope you enjoy the episode!

    More to listen to next week

    Next week, the podcast brings you an insightful conversation featuring Rachel Arthur, Chief Learning Officer at the Raspberry Pi Foundation, Dr Jessica Hamer from King’s College London, and Becky Patel from Tech She Can.

    Photo of Dr. Jessica Hamer, Becky Patel and Rachel Arthur, on set of the Hello World podcast.

    They’ll discuss the current state of girls’ engagement in computing and explore ways to empower young women in computing at school, at university, and onwards into their careers.

    You can watch, or listen, to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music. 

    Subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

    Website: LINK

  • Raspberry Pi Pico Ticket Game

    Raspberry Pi Pico Ticket Game

    Reading Time: < 1 minute

    Chris emailed us a little while ago (sorry, Chris!) about his fun little Raspberry Pi Pico project which he describes as “a simple stand-alone Q&A game or ice-breaker for a party, using a Pico, a thermal printer, and a big red button” – although we’d say the button is medium-size compared to the 100 mm ones we’ve seen/used in the past.

    pico ticket game

    According to the GitHub page for the project (which includes the build instructions too), it was made for a New Year’s event, and is easily modifiable. “I used a cigar box for the build, but it can fit into any suitable project box,” Chris says. Although we quite like the box ourselves.

  • Raspberry Pi Foundation joins UNESCO’s Global Education Coalition

    Raspberry Pi Foundation joins UNESCO’s Global Education Coalition

    Reading Time: 3 minutes

    Introduction

    We are thrilled to announce that the Raspberry Pi Foundation (RPF) has been accepted as a member of UNESCO’s Global Education Coalition (GEC). 

    Global Education Coalition.

    Initiated during the COVID-19 pandemic, when 1.6 billion learners were shut out of the classroom, the GEC aimed to provide continuity of education in times of crisis. Since then, the Coalition has grown into a global multistakeholder network, and we are proud to help drive education transformation and accelerate the path to achieving UNESCO’s Sustainable Development Goal 4 (SDG 4 – Quality Education).

    UNESCO’s vision to transform education for the world’s most underserved aligns with our mission at the Raspberry Pi Foundation. Being part of the Coalition enables us to work together to achieve this shared aim. 

    In addition to being part of the GEC, we have been invited to join the Digital Transformation Collaborative (DTC), a tech-focused subgroup that empowers educators and education leaders to include emerging technologies in their teaching practices and decision-making through capacity building and training.

    Coalition achievements

    We’re joining a coalition that has already achieved a lot. Having attended the GEC annual conference last week in Paris, Ms Stefania Giannini, UNESCO Assistant Director-General for Education, stated that to date the GTC has:

    • Helped over 858,898 youth develop skills that make them more employable
    • Trained 794,580 teachers
    • Offered learning resources to more than 1,000,000 learners studying foundational subjects, such as science, technology, engineering, and mathematics
    • Reached 2,459,192 of the most marginalised girls and women

    Source: https://www.unesco.org/en/global-education-coalition

    Whilst these are amazing achievements to celebrate, there is still more work to do, with Ms Giannini also highlighting that there are currently 251 million children and youth out of school and that 44 million more teachers are needed for universal primary and secondary education by 2030. 

    A group of educators at a conference.

    Digital Transformation Collaborative

    Our commitment to the Coalition

    The Digital Transformation Collaborative (DTC), which the Foundation has committed to support, aims to play a crucial role in shaping the future of education through technology. The group has established a framework structured around six core pillars:

    1. Coordination and leadership
    2. Connectivity and infrastructure
    3. Cost and sustainability
    4. Capacity and culture
    5. Content and solutions
    6. Data and evidence

    Through our work at the Foundation, we believe we have the expertise to provide meaningful support through the sharing of our expertise across these issues. Many of these are challenges we work to overcome through the delivery of our programmes. 

    Six pillars for the digital transformation of education.

    Conclusion

    Joining UNESCO’s Global Education Coalition marks a significant milestone for the Raspberry Pi Foundation. Our mission to empower the underserved aligns with the Coalition’s goals. We are excited to contribute our expertise and resources to this global effort, driving forward the agenda for inclusive and equitable quality education for all.

    I’m looking forward to writing more on our projects and initiatives within the GEC as we move forward and work together to transform global education.

    Website: LINK

  • Hello World #26 out now: Digital Literacy

    Hello World #26 out now: Digital Literacy

    Reading Time: 4 minutes

    We often believe we understand the meaning of ‘digital literacy’, but it can be a misleading term. Do we mean digital skills? Online safety? Where does AI fit in? As computer science education evolves to meet the needs of our increasingly digital world, we believe that true digital literacy empowers young people to engage with technology thoughtfully, critically, and confidently.

    In this issue of Hello World, out today for free, we discuss what digital literacy means, how it is taught in different countries around the world, and how educators are rethinking digital literacy for their students and themselves.

    Digital image of Hello World, issue 26 'digital literacy' displayed at an angle.

    Digital literacy

    As the use of digital technology grows, a broader view of digital literacy is necessary. Digital literacy is more than knowing how to use software. It’s the ability to use digital technologies effectively, safely, and responsibly.

    In Issue 26 of Hello World, we explore this topic in detail and hear insights from educators across the world, including:

    • Becci Peters shares how Computing at School (CAS) in the UK is supporting digital literacy skills for students and educators
    • Sourav Pattanayak discusses how digital literacy is defined in India, and the formal and informal ways educators are teaching digital literacy
    • Sandra Hartman explores strategies for enhancing digital literacy in the US
    • Gavin Davenport asks what would happen if we considered digital literacy in the same way as we consider traditional literacy
    Photo of young people sitting at a desk, working on small computers.

    This issue also includes inspiring articles from the world of computer science education:

    • Leah Dungay tells us about a programme combining physics, video games, and the Large Hadron Collider to engage young people in particle physics 
    • Gina Fugate shares how digital accessibility enhances digital experiences for all
    • Halima Bhayat shares her inspiring journey in computer science

    And there is lots more for you to discover in issue 26.

    New podcast series in audio and video

    We’re also pleased to announce that the Hello World podcast has returned alongside the magazine with a miniseries also focused on digital literacy.

    We asked for your thoughts on the podcast in our previous annual survey, and you kindly sent us lots of helpful feedback. Based on that, we’re trialling new episode formats, welcoming additional hosts, and bringing in more expert voices from around the world.

    On Tuesday 15 April we’ll be releasing our first teacher tips episode, a shorter podcast with 3 teachers sharing practical, actionable tips for improving digital literacy in the classroom. 

    Image featuring Dr. Jessica Hamer, Becky Patel and Rachel Arthur after recording an episode of the Hello World podcast.

    The week after, Tuesday 22 April, you’ll be able to hear a brilliant conversation between the Raspberry Pi Foundation’s Chief Learning Officer, Rachel Arthur, and two special guests: Dr Jessica Hamer from King’s College London’s School of Education and Becky Patel from Tech She Can. They’ll be discussing the current state of girls’ engagement in computing — a wide-reaching and important conversation exploring how we can empower more girls in computing through school, university and their careers.

    Then on Tuesday 29 April the final episode in the miniseries will be a panel debate about “digital natives” where we’ll be asking, ‘Are young people who grew up with technology around them truly tech-savvy, or are they dependent on digital tools without understanding how they work?’ James Robinson — Senior Learning Manager here at the Raspberry Pi Foundation and regular host of the podcast — will lead this discussion as global educators debate the myth of the “digital native,” uncover how it could overlook complex issues of access, skills, and education, and consider what it really takes to be tech-smart in the modern world.

    More information and links to listen can be found inside the magazine.

    Share your thoughts & subscribe to Hello World

    We hope you enjoy this issue of Hello World, and please get in touch with your article ideas or what you would like to see in the magazine.

    • Share your thoughts and ideas about Hello World and the new issue with us via the Raspberry PI Foundation social media channels
    • Find out how you can write for the magazine

    Subscribe to Hello World for free to never miss an issue.

    Website: LINK

  • F/A-18C Right Console

    F/A-18C Right Console

    Reading Time: < 1 minute

    To many readers, ‘F/A-18C Right Console’ will look like a bunch of letters and numbers thrown together. To aviation enthusiasts, though, those letters and numbers clearly refer to the McDonnell Douglas F/A-18 Hornet, a fighter plane developed in the 1970s for the US Marines and US Navy. This replica control console by ValeNoxBona was apparently the maker’s first ever build using the Arduino microcontroller, which is used to control the addressable RGB LEDs that light this project. The build uses a 3D-printed enclosure with a laser-cut and engraved acrylic top, backlit with WS2812 addressable RGB LEDs mounted on a custom PCB and controlled by the Arduino.

    The lettering is engraved into the acrylic, which makes the material thin enough for the lights underneath to shine through. Apart from the time involved, the biggest cost in building this was the switches, made by NKK of Scottsdale, Arizona.

  • South of Midnight: 6 Tips to Help You Thrive in This Dark, Fantastical World

    South of Midnight: 6 Tips to Help You Thrive in This Dark, Fantastical World

    Reading Time: 8 minutes

    Summary

    • South of Midnight launches on April 8, or play now with the Premium Edition.
    • The game arrives for Xbox Series X|S, Xbox app for Windows PC, Steam, cloud, and will be available day one with Game Pass. And with Xbox Play Anywhere, play on Xbox consoles, Windows PC, and cloud with full cross-entitlements and cross-saves.
    • To celebrate release, we’ve put together 6 tips to help you in both exploration and combat.

    South of Midnight invites you into a dark, fantastical world drawn from tales of the American South – and while this might look like a fairytale, both the stories it tells and the challenges it poses are far from simplistic.

    Telling the tale of Hazel, who gains the magical power of Weaving after her mother is swept away by a supernatural flood, you’ll need to cross a warped take on the South in your hunt to find her mother, and answers to what exactly is going on. Along the way, you’ll battle Haints – corrupted enemies borne from the sorrow of the world – and cure the wounds of Mythical Creatures, the subjects of real-life folktales brought to life by developer Compulsion Games.

    Premium Edition owners can play from today (ahead of an April 8 release date for all players), and to celebrate we’ve put together some tips that cover both exploration and combat, which will help you prepare for this very unexpected journey:

    Look Everywhere

    South of Midnight Screenshot

    Navigating each of South of Midnight’s chapters could be as simple as following your Guiding Strand – a feature that sees magical threads guide you to your next goal. But that’s far from all there is to discover. Each location is stuffed with hidden areas – some require platforming to reach, others need you to use your spells, while others will lead you into battles you might never have otherwise had. All of them will require a keen eye to find.

    Your rewards for doing this usually come in the form of Floofs – the game’s upgrade currency – and we hugely recommend you take the time to look for them. With just a bit of concerted exploration, you can add upgrades to your skill tree (more on those later) much faster than by simply running from one objective to the next.

    Even better, you may also find Life Filaments as you go. Most chapters contain one of these – usually in its most hidden side area – and collecting three offers a permanent upgrade to your health bar.

    Expand These Stories

    South of Midnight Screenshot

    South of Midnight is all about stories – from the tale of Hazel’s search to find her mother, to the tragic backstories of the Mythical Creatures you’ll find along the way. But if you want to dig really deep, make sure to search each chapter for items, notes, and more. You’ll see these marked by small circles as you approach, often in out-of-the-way locations.

    Far from your regular world-building, each chapter’s hidden notes add even more detail to the characters and stories you’re learning about along the core questline. You may discover hidden motivations for why characters are the way they are, simply because you took the time to read about their lives. It’s an enriching way to add to the wider tale.

    Upgrade Early and Often

    South of Midnight Screenshot

    As mentioned above, you can speed through the upgrade tree with a bit of exploration – and when you start hitting harder combat sequences, you’ll thank yourself for doing it. Even on its regular difficulty level, South of Midnight’s combat packs a punch, with even the most basic Haint enemies removing whole chunks of your health bar after a single hit – never mind when you come up against a Mythical Creature. Upgrades are your means of turning the tables.

    Upgrades tend to focus more on offering you added perks, rather than simply buffing an ability’s existing stats. When you Unravel a downed enemy to claw back some health, for example, you can add an area of-effect blast to stagger any nearby Haints before you get back into the fray. Adding a quick double-dodge to your repertoire, meanwhile, will come in very handy when you start meeting enemies that can quick-fire multiple projectiles. Take the time to explore the skill tree, and prioritize upgrades that look like they’ll solve problems.

    Use Dodges as Attack and Defence

    South of Midnight Screenshot

    Hazel doesn’t have the ability to block attacks – but she more than makes up for that with a powerful bonus to her dodge. Hitting the dodge button will help you escape in any direction (with some invulnerability frames thrown in) – but hitting a perfectly timed dodge, just before you’re hit, comes with a nasty surprise for whoever was trying to hurt you.

    Perfect Dodges send out a blast of energy, staggering any enemy around you and doing some nice damage, too. It’s worth paying attention to not just what attacks enemies can do, but the time it takes to pull them off – pretty soon, you can be doing almost as much damage by not attacking.

    Use Spells as Interrupts

    South of Midnight Screenshot

    As we mentioned, getting hit in South of Midnight can get very nasty, very quickly – and while Hazel has that handy dodge, it can sometimes be easier simply to stop an attack in the first place. Against most enemies, throwing out a spell – whether that’s a Pull, a Push, or a Weave (which incapacitates most Haints) – will break them out of an attack completely.

    While it’s tempting to spam your spells as soon as they’ve cooled down, we’d recommend keeping one in reserve as an emergency interrupt – if you see an enemy winding up during your combo, simply hit them with a spell and keep thwacking.

    Chain Your Spells

    South of Midnight Screenshot

    If you really want to keep an enemy locked down, you can use your full spell repertoire to keep attacks going without interruption. This is particularly useful once you have a few upgrades under your belt.

    For example, you could Pull an enemy towards you, with an added Weave effect (which you can also upgrade to have them take more damage while tied up). As soon as they break free, Weave them again with that core spell – and when they break free again, use Push to deal some damage and keep your distance, before charging up your ranged attack to deal the killer blow.

    With a bit of practice, enemies that felt like they took an age of dodging and poking to beat in the early game can begin to go down in a single combo – it’s extremely satisfying.

    South of Midnight will be available on April 8, 2025, on Xbox Series X|S, Xbox App for Windows PC, Steam and cloud, and arrives on day one with Game Pass. Play from today by purchasing the Premium Edition, and get access to digital extras.

    South of Midnight Premium Edition
    Xbox Play Anywhere

    South of Midnight Premium Edition

    Xbox Game Studios

    ☆☆☆☆☆

    ★★★★★

    $49.99

    Immerse yourself into the macabre and fantastical world of South of Midnight with the Premium Edition, which includes the full game, up to 5 days early access, and digital access (in English) to: • South of Midnight Artbook • Original Soundtrack composed by Olivier Deriviere
    • The Boo-Hag Comic book by Rob Guillory
    • Music Video: Songs & Tales of South of Midnight • Documentary: Weaving Hazel’s Journey, Director’s Cut UNRAVEL THE PAST From the creators of Contrast and We Happy Few, South of Midnight is a spellbinding third person action-adventure game set in the American Deep South. As Hazel, you will explore the mythos and encounter creatures of Southern folklore in a macabre and fantastical world. When disaster strikes her hometown, Hazel is called to become a Weaver: a magical mender of broken bonds and spirits. Imbued with these new abilities, Hazel will confront and subdue dangerous creatures, untangle the webs of her own family’s shared past and – if she’s lucky – find her way to a place that feels like home. A DARK MODERN FOLKTALE When a hurricane rips through Prospero, Hazel is pulled into a Southern Gothic world of memory made real and must embark on a journey to rescue her mother and safeguard her hometown. In this folktale for modern times, Hazel will need to reconcile the weight of family, history, and legacy against her own identity. CONFRONT MYTHICAL CREATURES Wield an ancient power to restore creatures and uncover the traumas that consume them. Cast weaving magic to fight destructive Haints, explore the diverse regions of the South, and reweave the tears in the Grand Tapestry. HAUNTING BEAUTY OF THE GOTHIC SOUTH Discover the lush, decayed county of Prospero and its locals. Experience a crafted visual style, touching storytelling, and immersive music inspired by the complex and rich history of the South.

    South of Midnight
    Xbox Play Anywhere

    South of Midnight

    Xbox Game Studios

    ☆☆☆☆☆

    ★★★★★

    $39.99

    From the creators of Contrast and We Happy Few, South of Midnight is a spellbinding third person action-adventure game set in the American Deep South. As Hazel, you will explore the mythos and encounter creatures of Southern folklore in a macabre and fantastical world. When disaster strikes her hometown, Hazel is called to become a Weaver: a magical mender of broken bonds and spirits. Imbued with these new abilities, Hazel will confront and subdue dangerous creatures, untangle the webs of her own family’s shared past and – if she’s lucky – find her way to a place that feels like home. A DARK MODERN FOLKTALE When a hurricane rips through Prospero, Hazel is pulled into a Southern Gothic world of memory made real and must embark on a journey to rescue her mother and safeguard her hometown. In this folktale for modern times, Hazel will need to reconcile the weight of family, history, and legacy against her own identity. CONFRONT MYTHICAL CREATURES
    Wield an ancient power to restore creatures and uncover the traumas that consume them. Cast weaving magic to fight destructive Haints, explore the diverse regions of the South, and reweave the tears in the Grand Tapestry. HAUNTING BEAUTY OF THE GOTHIC SOUTH
    Discover the lush, decayed county of Prospero and its locals. Experience a crafted visual style, touching storytelling, and immersive music inspired by the complex and rich history of the South.

    Website: LINK