Monday, 9 February 2026 Successfully Concluded Conference of the B-RIN and MARiNKA Projects
On Friday, 6 February 2026, the final conference of the B-RIN project (Development of Fundamental Computer Science and Informatics Content and Knowledge in Kindergartens and Primary Schools) and the MARiNKA project (Young People with Fundamental CS&I Knowledge are Creators of the Future) took place at the Faculty of Mathematics, Natural Sciences and Information Technologies of the University of Primorska (UP FAMNIT).
The event, which attracted 110 participants, brought together project partners from UP FAMNIT, the besedilo UP PEF, the Faculty of Computer and Information Science of the University of Ljubljana, as well as numerous education professionals from kindergartens and primary schools across Slovenia.
In the opening session, participants were welcomed by the Vice-Rector for Academic Affairs of the University of Primorska, Prof. Dr. Tina Štemberger, representatives of the Ministry of Education, and the head of both projects, Prof. Dr. Sonja Čotar Konrad . All speakers emphasized the importance of developing and implementing fundamental computer science and informatics (CS&I) content throughout the entire vertical of the education system. Prof. Dr. Sonja Čotar Konrad highlighted: “These are fundamental competences that every individual needs today, not only programmers. Over the three years of training, children have gained confidence and become more independent in classroom work. An important contribution of the project is also the learning community we created together. We overcame challenges collectively, which strengthened our collaboration. Such a learning community ensures the sustainability of the project and supports further development of schools and kindergartens in other areas as well.”
The conference began with two keynote lectures.Prof. Dr. Tim Bell from the University of Canterbury (Aotearoa, New Zealand) highlighted the concept of computational thinking, which is increasingly being included in national curricula. He focused particularly on how computational thinking can be introduced to younger learners in a meaningful and accessible way, emphasizing the Computer Science Unplugged approach and its connection to programming and the broader understanding of computer science.
Children Need More Knowledge About How Artificial Intelligence Works
The conference began with two keynote lectures. Prof. Dr. Tim Bell from the University of Canterbury (Aotearoa, New Zealand) highlighted the concept of computational thinking, which is increasingly being included in national curricula. He focused particularly on how computational thinking can be introduced to younger learners in a meaningful and accessible way, emphasizing the Computer Science Unplugged approach and its connection to programming and the broader understanding of computer science.
The second keynote lecture, titled Human at the Centre: Technology and the Future of Education, was delivered by Prof. Dr. Ernest Ženko (UP FHŠ). He emphasized that technology in education is not a neutral tool, but a factor that reshapes how we learn, teach, and understand the world. He stated: “Decades ago, computer science education focused on understanding the basics of technology, programming knowledge, and algorithmic thinking – meaning the ability to transfer real problems into a way of thinking that enables solving them. This is something today’s generations often lack. For example, research from the United Kingdom has shown that many teenagers believe artificial intelligence actually thinks. Such misconceptions would not occur if students had more knowledge already in primary school. These topics help children understand the world they live in – for example, how systems that suggest friends on social networks work or how systems collect their data.”
This was followed by presentations of interim evaluations of both projects. Associate Prof. Dr. Mirko Prosen and Associate Prof. Dr. Sabina Ličen presented interim results of the B-RIN project evaluation, conducted over two consecutive school years (2023/24 and 2024/25). The mixed-method evaluation showed positive effects on children’s learning, the professional development of teachers and educators, and progress in understanding fundamental CS&I content, while also identifying implementation challenges.
The interim evaluation report of the MARiNKA project was presented by Prof. Dr. Tina Štemberger, who emphasized that the project is progressing according to planned goals and timeline. Key achievements include establishing development groups in schools, creating innovative learning environments through teaching scenarios, active student involvement, systematic quality monitoring, and professional training for project participants.
Good Practice Examples from Kindergartens and Primary Schools Across Slovenia
The afternoon programme focused on presentations of good practice examples from participating kindergartens and primary schools. In kindergartens, fundamental computer science concepts were introduced through the Computer Science Unplugged approach, meaning learning computational thinking processes through play, movement, cooking, and other activities. The principal of Koper Kindergarten, Alenka Rušt, highlighted: “Within the project, we introduced children to a more demanding topic for the preschool period – password safety and the importance of protecting personal data. We wanted to gradually prepare them for the risks of modern digital environments, as we observe that children already use digital devices extensively in kindergarten. Together with colleagues, we prepared an engaging and developmentally appropriate game based on a story about a girl who loses her teddy bear because she reveals her password. We are pleased that we can present even complex topics to children in a way they understand.”
An example of good practice in teaching programming was presented by Dr. Josip Plemlj Primary School Bled . Students learned programming basics using LEGO bricks and animation in the Stop Motion program. Aleksandra Frelih explained: “This was a winning example for us. The children were enthusiastic about the activity. We focused on understanding algorithms and wanted students to understand the entire video creation process – from the first to the final step. They learned that there is a sequence of steps that must be followed and learned to recognize where mistakes can occur.”
Looking to the Future
The success of the B-RIN and MARiNKA projects is also acknowledged by Radovan Kranjc, advisor at the National Education Institute of Slovenia, who announced a new development for seventh-grade students: “We are following what is planned in the school system. We know that in 2028, a new subject, Informatics and Digital Technologies, will be introduced. We are currently preparing guidelines for the national curriculum commission and considering which content should be included in this subject, which will unfortunately only have 35 hours. That means one hour per week in one school year, when all seventh-grade students will be introduced to at least some essential content from computer science and informatics.”
The conference concluded with final reflections emphasizing the importance of connecting research, pedagogy, and practice, as well as the long-term vision for the development of computer science and informatics education in Slovenia. The final conference confirmed that the B-RIN and MARiNKA projects represent an important step toward systematic, high-quality, student-centered teaching of fundamental CS&I content.
Consortium partners of the B-RIN project include: Vrtec Mavrica Brežice, Vrtec Jelka, Vrtec Koper, OŠ in vrtec Ankaran, OŠ Solkan and Vrtec Solkan, OŠ heroja Janeza Hribarja Stari trg pri Ložu and Vrtec Polhek, OŠ Frana Erjavca Nova Gorica, OŠ Frana Kocbeka Gornji Grad, OŠ Oskarja Kovačiča Škofije, and OŠ Vojke Šmuc Izola.
Consortium partners of the MARiNKA project include: UL Faculty of Computer and Information Science, OŠ Trzin, OŠ Prežihovega Voranca Ljubljana, OŠ dr. Josipa Plemlja Bled, OŠ 8 talcev Logatec, OŠ Staneta Žagarja Kranj, OŠ n. h. Maksa Pečarja, OŠ Vojke Šmuc Izola, OŠ Frana Erjavca Nova Gorica, OŠ Janeza Puharja Kranj, and OŠ Elvire Vatovec Prade.
