Link to poster: https://comethinkagain.eu/wp-content/uploads/2025/12/Poster_EARLI.pdf
How to cite: Spieler, B., Lanz, J., Kieber, M., Burgsteiner, H., Kruusamäe, K., Tomeschek, S. und Kandlhofer, M. (2025). Unlocking Learning Potential: Bridging Computational Thinking, Entrepreneurship, and Green Skills. Poster presented at the 21st Biennial EARLI Conference for Research on Learning and Instruction, 25–29 August 2025, Graz, Austria.
Authors:
Bernadette Spieler, Zurich University of Teacher Education, Switzerland, bernadette.spieler@phzh.ch
Julia Lanz, University of Teacher Education Styria, Austria, julia.lanz@phst.at
Melanie Kieber, Zurich University of Teacher Education, Switzerland, melanie.kieber@phzh.ch
Harald Burgsteiner, University of Teacher Education Styria, Austria, harald.burgsteiner@phst.at
Karl Kruusamäe, University of Tartu, Estonia
Sandra Tomeschek, Austrian Computer Society, Austria, sandra.tomeschek@ocg.at
Martin Kandlhofer, Austrian Computer Society, Austria, martin.kandlhofer@ocg.at
Abstract: In an increasingly complex and digital world, the integration of Computational Thinking (CT), Entrepreneurship Education (EE), and Green Skills (GS) is essential to equip future generations with the skills needed to navigate emerging challenges. However, there are significant deficiencies existing across European educational systems e.g., limited interdisciplinary teaching approaches or a lack of sufficiently educated teaching staff. The Erasmus+ ComeThinkAgain project addresses this need by reviewing current literature and curriculum implementations, identifying gaps, and comparing findings with established competence frameworks such as DigComp, EntreComp, and GreenComp.
As a result, we propose a consolidated competence list that promotes interdisciplinary learning at the intersection of the three competence areas. The cross-sectoral approach outlined in this paper emphasizes the importance of embedding CT, EE, and GS in both vocational and higher education and especially in teacher training.
This consolidated list of competences, combined with co-creation workshops across all partner countries, forms the foundation for developing tailored educational modules which integrate theory with practical, hands-on applications, ensuring that the skills acquired are applicable in real-world settings and to prepare learners to overcome societal and environmental challenges. The iterative nature of this process, along with feedback from pilot implementations about both educational frameworks and practical experiences, positions the competence list as a living document that will evolve, adapting to emerging needs and ensuring long-term relevance. This approach aligns with contemporary understanding of how learning processes develop through education, making it a valuable contribution to realizing learners’ potential in an evolving global landscape.