Programmeringsundervisning i Norden

This working paper presents a scoping review of didactic approaches to programming education in Nordic higher vocational education, with a particular focus on Danish Business Academies.

Through a thematic analysis of selected studies, the review identifies five overarching didactic tendencies: (1) variation in learning objectives and didactic approaches; (2) practiceoriented and project-based teaching designs, often linked to authentic or industry-related contexts; (3) challenges related to novice learners’ conceptual understanding, motivation, and progression; (4) increasing integration of computational thinking as a didactic framework; and (5) recurring challenges related to student diversity and teacher didactic confidence.

Across the Nordic region, programming education is characterised by strong traditions of collaborative learning, authenticity, and applied problem-solving. At the same time, the review highlights tensions between local didactic flexibility and the need for clearer structures to support progression and conceptual understanding. The paper concludes by discussing implications for teaching practice at the business academy level and outlining perspectives for future research in programming didactics.