Contextualizing Introductory Computer Science: Insights from African Faculty

Abstract

Contextualizing computer science education has been recognized as a key factor in enhancing student engagement and learning outcomes. This study investigates the initial perceptions of university computer science faculty in Africa regarding the benefits, adoption challenges, and institutional support required for the successful integration of contextually relevant materials into introductory computer science (CS1) courses. Faculty then assessed a set of previously developed contextually tailored materials, grounded in Banks’ Additive Approach to curriculum reform and aligned to the CS curricula 2023. The research adopted qualitative methods, gathering data through open-ended surveys from 22 CS faculty across 9 African countries. Thematic analysis identified key patterns in the responses from faculty, who generally expressed positive perceptions of integrating contextualized materials. They agreed such materials could enhance engagement without distracting from core objectives, but emphasized the need for careful integration. Insights from faculty highlighted that successful implementation requires substantial institutional support, including curriculum reform, textbook development, and faculty training, with universities playing a critical role in adoption.