Can Anyone Teach Computer Science?

Over the years, I’ve taught a wide range of students, from ages 11 to 18, and even adults, spanning primary, secondary, college, and university levels. Some say I’ve made the "clean sweep" across generations, and with that experience comes an important question: Can anyone teach computer science? What does it really take to succeed in this field as an educator? One of the first questions I often hear is, "What qualifications do you need to teach computer science?" Is it necessary to be self-taught, hold a PGCE (Postgraduate Certificate in Education), or even have a PhD? From my perspective, while these credentials can help, they’re not the defining factors. Becoming a great computer science (CS) teacher is about constant learning, adapting, and staying passionate.

The Reality of Teaching Computer Science in the UK

In the UK, the shortage of qualified computer science teachers has reached a critical point, forcing some schools to close their computer science departments altogether. Currently, over 54% of secondary schools cannot offer GCSEs in computer science, highlighting the severity of the problem. To address this, many schools are increasingly relying on non-specialist teachers. However, teaching computer science effectively requires more than just subject knowledge. It demands a deep understanding of educational methods, grounded in research and theory. Educational psychology plays a key role in shaping how we teach, from understanding how students learn and process information to designing strategies that accommodate cognitive development. A successful approach to teaching is not just about technical proficiency—it’s about engaging with students, breaking down complex concepts, and staying adaptable to the ever-changing technological landscape. As I often say, it’s not about what we pour into students, but what we draw out of them. The goal isn’t to turn every student into a coding expert but to provide them with the critical thinking skills and problem-solving abilities they need to thrive. By encouraging curiosity and exploration, we help students build the confidence to apply their knowledge in practical, real-world situations.

A significant ongoing challenge in computer science is the lack of diversity. Many textbooks and resources fail to reflect the varied backgrounds of the students we teach. To make the subject feel inclusive and accessible, we need more diverse voices in computer science education—from authors to practitioners. Creating a learning environment where all students, regardless of background or gender, feel supported is crucial to narrowing the gender gap in CS. I’ve seen firsthand how fostering this inclusivity can make a real difference in all learners.

What It Takes to Teach Computer Science

I’ve found that teaching computer science is a bit like playing the piano. Yes, you need technical skill, but you also need creativity and flair. Here are the key traits that I believe define a great computer science teacher:

1. Passion and Curiosity: One of the first things I tell aspiring teachers is to stay curious. Computer science evolves rapidly, and to teach it effectively, you have to love learning. Whether you’re a self-taught coder or have a PhD, your passion for the subject will keep students engaged and make your lessons more vibrant.
   

2. Flexibility and Adaptability: Unlike subjects where there might be one right answer, computer science often presents multiple solutions to a problem. A good teacher embraces this ambiguity and encourages students to explore different approaches. I’ve adopted a teaching style that’s both engaging and open to dialogue—I don’t take myself too seriously, and I encourage my students to question and challenge concepts.
   

3. Scaffolding Complex Concepts: One of the critical aspects of teaching CS is scaffolding lessons. Breaking down difficult ideas into manageable chunks is essential. I often use the PRIMM model (Predict, Run, Investigate, Modify, Make) to structure lessons and ensure students of all abilities can progress without feeling overwhelmed.
   

4. Connecting to the Real World: When students can see how the principles they’re learning apply to the world around them—whether it’s in healthcare, entertainment, or transportation—it makes the subject more relatable. Real-world applications and project-based learning are powerful tools in the computer science classroom.
   

5. Encouraging Experimentation and Failure: One thing I’ve always emphasised is that failure is part of the learning process, especially in computer science. Experimentation is key to understanding algorithms, code, and logic. I tell my students that making mistakes is not only okay—it’s essential for growth. This fosters a growth mindset and resilience, which are crucial to success in this field.
   

What Makes a Successful Computer Science Teacher?

Being a successful computer science teacher It’s about how well you can make complex topics engaging and understandable. Subject knowledge is important, yes, but what truly sets a good CS teacher apart is their ability to:

• Break down complex ideas into bite-sized, digestible lessons.

• Use creative teaching strategies to bring the material to life.

• Build confidence in students, showing them that they can tackle difficult concepts with enough time and support.
  

In my own experience, the key to turning average students into outstanding ones is time and confidence. It’s not about rushing through material—it’s about giving students the space to truly engage with the content. For those of you considering a PGCE in Computer Science, my advice is simple: you need a broad understanding of the field and how technology impacts society. It's not just about programming—it's about understanding how computer science plays a pivotal role in modern life and communicating that to your students. If you’re a PhD holder or aspiring lecturer, I cannot stress enough the importance of obtaining a teaching qualification. Being able to break down complex topics is vital. We need more engaging and creative educators in computer science—people who can bring energy into the classroom, just like a dynamic science teacher would.

The Most Extraordinary Story

Throughout my career, I’ve had the privilege of guiding students toward exceptional achievements in computer science. Many of my students have gone on to achieve top grades at GCSE, A-Level, and degree courses. They’ve secured prestigious apprenticeships, entered the tech industry, or even started their own business startups. There’s nothing quite like seeing a student use the skills they’ve learned in the classroom to build a successful career. But here’s the thing: not all stories follow this trajectory. I’ve also witnessed students leave my computer science classes with the lowest possible grades. These were students who struggled academically, who didn’t seem to engage with the subject, or who faced personal challenges that made learning difficult. I used to wonder: What happens to these students after they leave? Then, something extraordinary happened. Let me share one of the most unexpected success stories I’ve ever encountered. One day, I bumped into a former student at a train station. He was excited to see me, and I, equally curious, asked him what he had been up to since leaving school. His response floored me: “You’ll never guess—I’m working in IT for the transport sector!” To say I was surprised would be an understatement. During his time in my class, he always wanted to challenge me. He was disruptive, had a poor attitude towards learning, and seemed completely disengaged. In fact, he was one of those students who barely scraped by with the lowest grade possible. I remember thinking at the time that computer science wasn’t for him.

With a baffled look on my face, I told him: “In my computer science class, you gave me hell. You were always being kicked out for low-level disruption, and you didn’t seem to care about learning at all!” He quickly interrupted me, saying, “Sir, I know I didn’t pay attention in your computer science class. I wasn’t there for the learning—I was there for the experience.” That stopped me in my tracks. The experience? What did he mean by that? As I stood there trying to process his words, he thanked me for being “real” with him and walked off. After that encounter, I found myself reflecting deeply on what he meant by “the experience.” I did take him and other students on field trips, introduced them to tech professionals, and provided opportunities to explore real-world applications of technology. But for this particular student, the traditional academic pathway wasn’t what resonated with him. In hindsight, I realise that even though he didn’t achieve top grades in my class, he still gained something valuable from the experience. For him, it wasn’t about mastering algorithms or getting a perfect score on exams—it was about exposure to the field. He had a chance to see the possibilities of a career in technology, even if he wasn’t ready to fully engage with the academic side of things at the time. Now, years later, he’s persuing an IT career.

This taught me one of the most important lessons as an educator: success in computer science doesn’t look the same for every student. Some students will go on to be top performers and build startups. Others may take a longer, less conventional route, but still find their way into the tech industry. This encounter reminded me that teaching computer science is not just about getting students to achieve top grades. It’s about giving them experiences, opening doors, broadening their awareness of the opportunities on their doorstep and sparking an interest in technology that might bloom later in life. The beauty of computer science lies in its versatility—it intersects with so many aspects of life, from transportation to healthcare to entertainment. As teachers, our role is to introduce students to these possibilities. For some, the journey may begin with high academic achievement. For others, it’s simply about exposure and exploration, planting the seed that may grow in unexpected ways. That conversation with my former student made me realise that the impact of teaching often goes far beyond the classroom, the curriculum, or even the grades. Sometimes, it’s the experiences we create—the trips, hackathons, workshops, the talks, the projects—that make the most lasting impression. Those experiences can ignite a curiosity that leads students down paths we might not expect. So, while I’ve had the privilege of helping students achieve top marks and secure tech jobs, I’ve also learned to appreciate the successes that don’t show up on exam results. Every student’s journey is unique, and as computer science teachers, we have the opportunity to influence that journey in ways we might not fully understand until much later.

Conclusion: Can Anyone Teach Computer Science?

Yes, anyone can teach computer science, but it takes more than just subject knowledge. It requires a balance of deep understanding, strong pedagogical skills, and the ability to apply learning to real-world scenarios. More importantly, teaching computer science means inspiring students to be curious, innovative, and motivated. In this field, upskilling is vital—skills have become the new currency in a constantly evolving landscape. As technology rapidly changes, staying adaptable and continuously learning is essential for both teachers and students. Teaching computer science also requires a level of compassion. Not every student will grasp concepts at the same pace, and it’s crucial to be patient and supportive with those who may struggle. By fostering an environment of encouragement, we can build confidence and help every learner, regardless of their starting point, see their potential. While anyone can teach computer science, those who succeed are educators who combine knowledge with flexibility, creativity, and empathy. They understand that the goal isn’t just to teach coding but to prepare students for a world where technology plays an ever-increasing role. By staying open to change and focusing on student growth, these educators help shape the next generation of problem-solvers and innovators.