Schools are failing digital generation

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This article was published 05/04/2025 (194 days ago), so information in it may no longer be current.

For decades, those of us who work or have worked in the technology sector have lived with the stereotype of lone coders, relegated to cold, dark basements often as an afterthought. Forgotten until we are needed the most.

However, when the education department omits computer science as an academic discipline from the new curriculum Framework for Learning, it is more than us who are left in the dark; Manitoba students will pay the ultimate price.

It’s a failure to prepare students for the realities of the 21st century.

While Manitoba Education and Early Childhood Learning promotes its global competencies, such as critical thinking, problem-solving and communication, it ignores one of the most critical skills of our time — computational thinking.

Computer science is not just for future programmers; it is a foundational literacy that empowers students to engage with the digital world as critics and creators, not just consumers.

By sidelining it, the government is failing to equip students with the knowledge and agency they need to succeed in an economy and society increasingly shaped by artificial intelligence, automation, cyberthreats and digital decision-making.

Educational theorist Gert Biesta argues that education must serve three key purposes: providing necessary knowledge and skills, preparing students to participate in society and helping students develop independence and critical thought.

Computer science is essential to all three as it qualifies students for a job market where digital skills are no longer optional; it socializes them into a world where technology mediates everything from social interaction to political participation and it fosters independence by giving them the power to understand and shape the digital tools that impact their lives.

Scholars worldwide agree that emphasizing computational thinking and digital fluency are core skills for global citizenship.

By neglecting computer science education, Manitoba’s curriculum developers are ignoring their own priorities and global competencies.

How can we expect students to develop critical-thinking skills if they are not given the tools to analyze and question the algorithms that influence their social media feeds, their job applications or even their democratic institutions?

Across North America, forward-thinking jurisdictions have recognized that computer science is not a luxury but a necessity.

In the United States, states like Louisiana have not only implemented K-12 computer science standards but have gone a step further by making computer science a prerequisite for high school graduation.

More than 30 states now mandate that all students have access to computer science education. States such as Indiana and Maryland have passed laws ensuring that all K-12 students receive foundational instruction in coding, computational thinking and digital literacy.

By contrast, Manitoba lags far behind, treating computer science as an afterthought rather than an essential pillar of education.

If other jurisdictions can integrate these skills from the earliest years of schooling, why is Manitoba content to leave its students at a disadvantage in an increasingly digital world?

Making computer science a requirement for high school graduation is more than just an academic movement — it is a step toward educational justice.

Paulo Freire, in his influential work “Pedagogy of the Oppressed,” emphasizes that education should be a tool for liberation, enabling marginalized groups to critically engage with and transform oppressive societal structures.

While Freire emphasizes education as a means of liberation, prominent critical educational theorist Michael Apple shows how decisions on curriculum reinforce existing power structures, meaning the exclusion of computer science not only limits opportunities for the underrepresented but also maintains the dominance of those already in power.

The absence of a comprehensive computer science program in schools serves to maintain the status quo relating to computer science equity, limiting the potential for marginalized students to challenge and change the existing power dynamics.

Therefore, by not providing equitable access to computer science education, we inadvertently sustain systemic inequalities as these students are deprived of the tools necessary to navigate and influence a digitally driven world.

Incorporating computer science into the curriculum is not merely a matter of keeping pace with technological advancements — it is a critical step toward democratizing education and empowering all students.

The education department has expressed a commitment to preparing students for an increasingly digital world. However, the omission of computer science from the new framework raises concerns about the effectiveness of this commitment.

As technology continues to permeate various aspects of daily life, the lack of formal computer science education could place students at a disadvantage compared to their peers in other regions. Without foundational knowledge in areas like coding, data analysis and digital literacy, students may find themselves ill-equipped to navigate and contribute to an increasingly digital world.

To truly prepare students for future challenges and opportunities, it is imperative that the curriculum reflects the integral role of computer science in modern education.

Manitoba cannot afford to be complacent. We must demand a curriculum that reflects the realities of today’s world and the future our students will inherit. If the government truly wants to prepare young people for success, it must recognize that computer science is not an option — it is essential.

To address these challenges, it is imperative that Manitoba begins to implement computer science education across all grade levels. This integration will align the curriculum with the province’s educational priorities, ensure that students are competitive on a global scale, and promote inclusivity by providing all students with the tools necessary to thrive in the digital age.

By taking this decisive action, Manitoba can foster a more equitable and forward-thinking educational environment that empowers every student to succeed.

» Karen Latimer is a computer science teacher and graduate student at the University of Manitoba. This column previously appeared in the Winnipeg Free Press.