As technology transforms every aspect of life—from how we communicate to how we create—the ability to understand and shape that technology is becoming essential. Across North Carolina, computer science (CS) education is helping students develop the creativity, curiosity and problem-solving skills needed to thrive in a digital world.

From coding lessons in elementary classrooms to high school pathways aligned with emerging careers and the rise of generative AI, computer science learning is no longer optional–it is foundational.

To strengthen this foundation, the Friday Institute for Educational Innovation at NC State University has released two new research briefs through the Expanding Computing Education Pathways (ECEP) Alliance 2025 Co-Sponsorship Award. Together, these publications examine the current landscape of computer science education in North Carolina and offer practical strategies to strengthen teaching, broaden participation and build sustainable support systems for educators.

Understanding the Landscape

The project, “Exploring the CS Education Landscape in North Carolina: Identifying Gaps, Implementing Strategic Solutions, and Advancing Advocacy to Increase Participation,” builds upon years of collaboration with the North Carolina Department of Public Instruction (NCDPI), educators and industry leaders.

By analyzing both K–12 education and workforce data, researchers gained a clearer view of where computer science programs are growing and where additional support is needed. The findings align with the state’s new computer science graduation requirement and reinforce North Carolina’s commitment to ensuring all students have meaningful opportunities to engage with computer science learning.

Brief 1: Building Educator Capacity

The first publication, “Building Educator Capacity in K-12 Teaching and Learning to Broaden Participation in Computer Science Education“, offers a data-informed look at who is teaching computer science in North Carolina’s schools and what professional development supports are most needed.

Researchers mapped where certified CS teachers are currently serving, examined pathways for teacher certification and reviewed participation trends across grade levels. The brief identifies opportunities to expand professional learning and certification options, supporting schools and districts in their efforts to build teacher expertise and confidence in computer science instruction.

“Our goal was to create a foundation for understanding where support is needed most,” said Russell Dirgo, research scholar at the Friday Institute. “We can help districts plan strategically for growth by identifying where programs and teachers are thriving and where there are gaps.”

Brief 2: From Potential to Partnership: Recommendations for Leveraging Corporate Engagement to Expand Computer Science Access in North Carolina

The second publication, “From Potential to Partnership: Recommendations for Leveraging Corporate Engagement to Expand Computer Science Access in North Carolina“, explores how community and workforce partnerships can enhance computer science learning and prepare students for real-world applications of their skills.

The brief examines current workforce trends in North Carolina’s technology sectors and identifies ways companies can collaborate with schools through mentorships, internships, teacher training and community programs. These connections help bridge what students learn in the classroom with the problem-solving and collaboration skills that will serve them throughout their lives.

“North Carolina’s industries are eager to cultivate local talent, and there is a growing need to strengthen the bridge between education and industry,” said Jaclyn Stevens, senior research scholar at the Friday Institute. “When schools and companies collaborate, students gain meaningful, real-world experiences that make computer science both relevant and achievable–transforming what once felt possible into tangible pathways for their futures.”

From Data to Action

Both briefs reflect the collective work of educators, administrators and researchers who are dedicated to expanding computer science opportunities across North Carolina. The findings are already informing district planning, professional learning initiatives and resource development to help schools strengthen computer science instruction and participation statewide.

Interested in computer science professional development or exploring potential industry partnerships? Connect with the Friday Institute team to learn how your school, district or organization can get involved at [email protected].

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