Call for Chapters: Pedagogical Innovations in Computer Science Education
Introduction
Computer science is increasingly recognized as foundational to modern literacy. As technology becomes deeply embedded in all aspects of society, the demand for graduates with strong computational skills continues to rise. These professionals are emerging as critical thinkers and innovators who shape progress across domains such as healthcare, finance, climate science, education, and public policy. Their contributions drive digital infrastructure, advance intelligent systems, and guide the responsible integration of artificial intelligence into everyday life. However, while the importance of computer science continues to grow, educational practices in the field often reflect legacy models that emphasize coding syntax over broader cognitive and ethical competencies. This disconnect can make it difficult for learners to fully engage with the complexity of today’s digital landscape. Many educational systems continue to rely on siloed approaches that prioritize syntax over problem-solving, limit interdisciplinary exploration, and fail to engage diverse learners. As a result, a substantial gap remains between what is taught in classrooms and the dynamic competencies required in contemporary digital ecosystems. Moreover, persistent issues related to equity, access, and cultural relevance hinder efforts to build an inclusive and future-ready computing workforce. Consequently, there is a pressing and ongoing need to reimagine computer science education to ensure that learners are equipped with the ethical reasoning, adaptability, and creative confidence needed to navigate and shape an increasingly complex world.
Objective
The Pedagogical Innovations in Computer Science Education book explores new directions in computer science education through a critical and research-informed lens. It examines how evolving pedagogical practices can better align with the realities of today’s technological landscape. Drawing on current scholarship, practical models, and global case studies, the book presents strategies that make computer science learning more effective, engaging, and contextually relevant. It emphasizes the importance of moving beyond traditional, content-heavy instruction toward approaches that center the learner, foster interdisciplinary thinking, and integrate ethical and creative dimensions of problem-solving. The objective is to contribute to a deeper understanding of how teaching methods can be adapted to support the development of future-ready computational thinkers, capable of navigating complexity and driving innovation in a rapidly changing world. Additionally, the book aims to empower educators to critically reflect on their practices and adapt them to better serve diverse learning communities. By foregrounding both pedagogical theory and classroom application, it bridges the gap between research and practice in meaningful and actionable ways.
Target Audience
This book caters to a diverse audience within the educational and technological sectors. Its primary audience includes policymakers, educators, researchers, and administrators. Policymakers will find the book valuable in shaping national and institutional strategies for computer science education by providing insights into innovative pedagogical models and global best practices. Educators can benefit from the book’s wide array of teaching strategies, inclusive methodologies, and technology-integrated approaches that support diverse learner needs and promote 21st-century skills. Researchers will appreciate the comprehensive synthesis of data, case studies, and comparative analyses that contribute to addressing gaps in the literature on effective computer science pedagogy across various cultural and educational contexts. Administrators can draw upon the book’s findings to inform curriculum design, staff development, and long-term educational planning that aligns with technological advancement and workforce demands. In addition, edtech developers, industry partners, and advocates for equitable access to computing education will find the book useful in understanding how pedagogical innovations can foster digital literacy, inclusion, and innovation. International organizations and global education networks can reference the book to support cooperative efforts in scaling high-quality computer science education worldwide. Ultimately, this book serves as a foundational resource for all stakeholders committed to transforming how computer science is taught and learned in an increasingly interconnected and digital society.
Recommended Topics
- Computational Thinking Across the Curriculum
- Project-Based and Problem-Based Learning in CS
- AI and Machine Learning in K–12 and Higher Education
- Gender Equity and Diversity in Computer Science Education
- Gamification and Game-Based Learning in CS
- Block-Based vs. Text-Based Programming Approaches
- Ethics and Responsible Computing in the Classroom
- Integrating CS with Arts and Humanities (STEAM)
- Inclusive Pedagogies for Neurodiverse and Underserved Learners
- Augmented and Virtual Reality in CS Education
- Open-Source Tools and Platforms for Teaching CS
- Formative Assessment and Learning Analytics in CS
- Remote, Hybrid, and Flipped Classrooms in Computer Science
- Teacher Training and Professional Development in CS
- Policy and Curriculum Design for K–16 Computer Science
- Global Perspectives and Comparative Models in CS Education
Submission Procedure
Researchers and practitioners are invited to submit on or before September 10, 2025, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by September 24, 2025 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by November 12, 2025, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
All proposals should be submitted through the eEditorial Discovery® online submission manager of IGI Global.
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2026.
Important Dates
- September 10, 2025: Proposal Submission Deadline
- September 24, 2025: Notification of Acceptance
- November 12, 2025: Full Chapter Submission
- December 17, 2025: Review Results Returned
- January 14, 2026: Final Acceptance Notification
- January 21, 2026: Final Chapter Submission
Editor
Dr. Manuel B. Garcia
FEU Institute of Technology, Philippines
mbgarcia@feutech.edu.ph
Contribute to our Edited Book
Are you a dedicated researcher with valuable insights and groundbreaking discoveries to share? We invite you to become a part of our collaborative edited book, where your expertise will be showcased and celebrated within the academic community.
