Purpose The primary purpose of this study is to investigate Emirati students’ perceptions about a two-week online programming course.Methodology A mixed-method approach was used to report a two-week program experience in which 913 Emirati students engaged in a programming course. During the program, students’ progress and achievements were observed. At the end of the program, a survey was distributed amongst students for them to report on their perceptions about the experience.Findings - Results revealed that most of the students enjoyed learning programming in an online environment and they fully comprehended the newly presented concepts; however, a few of them experienced various forms of technical difficulties.Implications - This study contributes to the growing body of literature on the value of programming skills and the role of online learning environments in developing these skills for school students, especially for students in the United Arab Emirates (UAE).Originality - The outcomes of this study may assist educational policymakers in the UAE to enhance their implementation of online learning, particularly in programming. Moreover, it may help educators better prepare for the problems that students face with online programming.

Purpose Demonstrate the importance of programming, discuss the pedagogical philosophy of how programming is taught, identify the barriers to the proper implementation of programming education in United Arab Emirates (UAE) primary schools, and find solutions to overcome these barriers. Methodology The study adopted a qualitative approach. Thirteen ICT teachers, from different schools in the UAE, were interviewed to investigate their perception of the teaching of programming to primary students. Findings The good application of programming education in UAE schools is yet to be accomplished. There is a need to reform the teaching of programming in primary schools in the UAE and to raise awareness about it and its importance in the school domain (school principals, teachers, and students). Implications One significant implication is that teaching programming should be taken seriously by educational policymakers and school leaders as a core subject that should be taught to all students. The study also contributed to the growing body of literature on the value of programming skills and the role of the appropriate curriculum in developing these skills. Originality/value This study provides new insights at both practical and scholarly levels. It can shed light on the field's expansion prospects. The outcomes of this study may assist educational policymakers in better implementing programming education, particularly in primary school. Moreover, it helps teachers better prepare for the problems that primary students may encounter with learning programming in schools.

Purpose: Demonstrate the importance of programming, discuss the pedagogical philosophy of how programming is taught, identify the barriers to the proper implementation of programming education in UAE primary schools, and find solutions to overcome these barriers. Methodology: The study adopted a qualitative approach. Thirteen ICT teachers, from different schools in the UAE, were interviewed to investigate their perception of the teaching of programming to primary students. Findings: The good application of programming education in UAE schools is yet to be accomplished. There is a need to reform the teaching of programming in primary schools in the UAE and to raise awareness about it and its importance in the school domain (school principals, teachers, and students). Implications: One significant implication is that teaching programming should be taken seriously by educational policymakers and school leaders as a core subject that should be taught to all students. The study also contributed to the growing body of literature on the value of programming skills and the role of the appropriate curriculum in developing these skills. Originality/ value: This study provides new insights at both practical and scholarly levels. It can shed light on the field's expansion prospects. The outcomes of this study may assist educational policymakers in better implementing programming education, particularly in primary school. Moreover, it helps teachers better prepare for the problems that primary students may encounter with learning programming in schools.

No abstract