Enhancing algorithmic thinking in primary education through Scratch programming using a practical framework and classroom case study

This paper presents an educational framework that integrates Scratch programming with algorithmic resource design to enhance computational and algorithmic thinking among primary school students. Through a mixed-method study conducted in a Moroccan public primary school, we analyze the impact of Scratch-based learning activities on student engagement, problem-solving, and logic development. The results demonstrate a significant improvement in students’ understanding of basic algorithmic structures and their ability to apply logical reasoning in programming tasks. The proposed model provides practical guidance for educators seeking to introduce coding and computational thinking at an early stage.