Coding education has become a critical imperative for upper elementary students in Singapore since 2020. However, only a small percentage of privileged and upper-class students are enrolled in coding enrichment classes, exposing them to the skills needed in the digital economy. In contrast, underprivileged students face challenges in learning after school, such as a lack of quality teaching resources, self-learning courses, and family support, which may lead to poor academic performance.
This study collaborates with a local Singaporean non-profit organization that provides afterschool care for underprivileged children whose family members have long working hours. However, these centers can only provide basic care and cannot support children's extracurricular activities. This paper presents an all-student-led, non-profit foundational project called "Code for All," which aims to execute possible solutions to overcome educational inequality in coding learning faced by underprivileged upper elementary students in Singapore.
The study adopts the design thinking methodology and its different stages (empathize, define, ideate, prototype, and test) to find a solution. Data were collected through semi-structured interviews with student tutors to identify challenges and a workshop to identify problems and develop the design direction. As a result, we ideated the 3C Thinking (Computational, Code, Creative) system, which combines design thinking with computational thinking. The 3C Thinking system framework consists of three concentric levels: creative pedagogies, "Beyond Code" thinking skills, and computational thinking practices. It aims not only to teach students to code but also to foster their comprehensive thinking and prepare them for the demands of the AI-driven workforce.
To implement, a design prototype has been developed for the 3C Thinking system, creative pedagogies for creating engaging and effective learning experiences, and "Beyond Code" thinking skills training. In the creative pedagogies, we designed "HIDO Families" characters as teaching aids and affordable, technologically adaptable review materials to encourage parent-child collaborative learning at home. The "Beyond Code" thinking skills training is conducted through unplugged programming activities, the "Hido Game," and a role-play as programmers, users, and designers’ workshop, named "Code for What?" We incorporated the Sustainable Development Goals (SDGs) into the coding learning process, connecting it with students' real-life scenarios to cultivate computational thinking.
Finally, we cross-checked the prototype testing results from surveys. The results demonstrate that the partially completed 3C Thinking system prototype can enhance students' understanding of coding, learning interest, and confidence in learning to code.
