A COMPARATIVE STUDY OF ICT TEACHING IN PERU AND GREECE

Autori

  • Efrosyni-Alkisti Paraskevopoulou-Kollia University of Thessaly, Department of Computer Science and Biomedical Informatics, Papasiopoulou 2-4, Lamia, 35131, Greece
  • Christos-Apostolos Michalakopoulos University of Thessaly, Department of Computer Science and Biomedical Informatics, Papasiopoulou 2-4, Lamia, 35131 Greece
  • Miguel Tupac Yupanqui Alanya Professor, Faculty of Systems and Computer Engineering, Continental University, Av. San Carlos 1980, Huancayo, Peru
  • Salutar Mari Loardo Association of Exporters, Academic Centers, Lima, Peru

##semicolon##

https://doi.org/10.46827/ejoe.v11i2.6941

##semicolon##

comparative study##common.commaListSeparator## ICT##common.commaListSeparator## Greek educational system##common.commaListSeparator## Peruvian educational system

Abstrakt

This study examines the factors influencing the teaching of Information and Communication Technologies (ICT) (or Computer Science, or Informatics) in classrooms in Peru and Greece. Its primary objective is to explore how ICT is introduced across different educational stages -namely early childhood, primary, and secondary education- through official state-mandated curricula. The study provides a comparative analysis of ICT teaching approaches at each educational level in the two countries. The main differences concern the use of virtual environments in Informatics instruction, whereas the similarities include programming education, the use of educational software, and the integration of ICT into the curriculum.

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    Paraskevopoulou-Kollia Efrosyni-Alkisti is an adjunct assistant professor in University of Thessaly (Department of Computer Science and Biomedical Informatics). MA in Educational Studies. MSc in STEAM and Education. PhD in Sociology of Education. ORCID: https://orcid.org/0000-0003-1317-4686, and

    Google Scholar: https://scholar.google.gr/citations?user=wz--ntUAAAAJ&hl=el

  • ##submission.authorWithAffiliation##

    Michalakopoulos Christos-Apostolos is an Informatics teacher and PhD student with an MSc in Informatics and ICT in Education.

    ORCID: https://orcid.org/0000-0001-8766-8588.

  • ##submission.authorWithAffiliation##

    Miguel Tupac Yupanqui Alanya is a former Academic Director of the Faculty of Systems and Computer Engineering - Continental University. Master’s in Systems Engineering. Experience in Educational Management and Quality Assurance.

    ORCID: https://orcid.org/0000-0002-9158-136X

  • ##submission.authorWithAffiliation##

    Salutar Mari Loardo is an academic manager with 25 years of experience in innovation and strategy in higher education. PhD and Master’s degree in Management. Quality and educational accreditation evaluator.

    ORCID: https://orcid.org/0009-0009-4443-0321

##submission.citations##

Abakah, E., Widin, J., & Ameyaw, E. K. (2022). Continuing professional development (CPD) practices among basic school teachers in the central region of Ghana. Sage Open, 12(2). https://doi.org/10.1177/21582440221094597

Aguilar Sotelo, K. B. (2018). STEM approach to the Peruvian curricular reality at the primary level. Pontifical Catholic University of Peru. Retrieved from https://tesis.pucp.edu.pe/items/1c397d20-44e5-41fa-8096-1cc1a5df822d

Agurto Oliva, M. d. C. (2021). ICT integration model to strengthen the digital competence of teachers of Regular Basic Education - Sullana 2020. César Vallejo University. Retrieved from https://hdl.handle.net/20.500.12692/66486

Alazam, A.-O., Bakar, A. R., Hamzah, R., & Asmiran, S. (2013). Teachers’ ICT skills and ICT integration in the classroom: The case of vocational and technical teachers in Malaysia. Creative Education, 3(8), 70. https://doi.org/10.4236/ce.2012.38B016

Anastasiou, S., & Papagianni, A. (2020). Parents’, teachers’ and principals’ views on parental involvement in secondary education schools in Greece. Education Sciences, 10(3), 69. https://doi.org/10.3390/educsci10030069

Anderson, C. A. (1961). Methodology of Comparative Education. International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education, 7(1), 1-23. Retrieved from http://www.jstor.org/stable/3441689

Argyropoulou, E. (2015). The role of the state in the Latin countries: Similarities and differences. Why and how educational systems’ organization can be affected. Journal of Educational, Cultural and Psychological Studies (ECPS Journal) (11), 319-331. Retrieved from https://www.ledonline.it/index.php/ECPS-Journal/article/view/851

Blackman, T., Wistow, J., & Byrne, D. (2013). Using qualitative comparative analysis to understand complex policy problems. Evaluation, 19(2), 126-140. https://doi.org/10.1177/1356389013484203

Buendía, G. (2017). Children's knowledge of ICTs and their use in a five-year-old classroom. Pontifical Catholic University of Peru, Retrieved from http://tesis.pucp.edu.pe/repositorio

Bustamante, R. (2020). Education in quarantine: when the emergency becomes permanent (second part) (Contributions to Dialogue and Action, No. 5). Analysis Group for Development (GRADE). Retrieved from https://www.grade.org.pe/creer/archivos/articulo-5.pdf

Cancarevic, I., Plichtová, L., & Tohid, H. (2021). Similarities and the differences in the Education Systems around the World. In International Medical Graduates in the United States: a Complete Guide to challenges and solutions (pp. 13-44). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-62249-7_2

Chandolia, E., & Anastasiou, S. (2020). Leadership and conflict management style are associated with the effectiveness of school conflict management in the region of Epirus, NW Greece. European Journal of Investigation in Health, Psychology and Education, 10(1), 455-468. https://doi.org/10.3390/ejihpe10010034

Charpantidou, Z., & Trachanopoulou, I. (2012). The use of Logo for teaching repetition structures compared to the use of LEGO Mindstorms: a case study with middle school students. Paper presented at the 6ο Πανελλήνιο Συνέδριο «Διδακτική της Πληροφορικής», Florina, Greece. Retrieved from https://didinfo2012.web.uowm.gr/3-41-46.pdf

Claro, M., Salinas, Á., Cabello-Hutt, T., San Martín, E., Preiss, D. D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers' capacity to develop students' digital information and communication skills. Computers & Education, 121, 162-174. https://doi.org/10.1016/j.compedu.2018.03.001

Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39. https://doi.org/10.1016/j.econedurev.2016.11.007

COMUNICAMBIOPERÚ. (January 24, 2013). The failure of the Huascarán Plan due to teachers' view and use of the Internet as an end in itself rather than as a means to an end. https://comunicambioperu.wordpress.com/2013/01/24/el-fracaso-del-plan-huascaran-debido-a-la-vision-y-uso-de-la-internet-como-fin-y-no-como-medio-por-parte-de-los-docentes/

Congress of the Republic of Peru. (2003). General Education Law, Law No. 28044. Official Gazette El Peruano Retrieved from https://cdn.www.gob.pe/uploads/document/file/105107/28044-31-10-2012_11_31_34-LEY_28044.pdf?v=1607376440

Constitutional Court of Peru. (2022). Right to education (Series: Jurisprudence Notebooks, New Era, No. 11). Retrieved from https://cec.sedetc.gob.pe/#/

Corcino, Y. (2020). The strategy I Learn at Home and the learning of students at the initial level of the IEI N° 304 Huacaybamba - Huánuco – 2020. César Vallejo University, Retrieved from https://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/49509/Corcino_AY-D.pdf?sequence=1&isAllowed=y

Cornu, B. (2013). Networking and collective intelligence for teachers and learners. In World Yearbook of Education 2004 (pp. 40-45): Routledge. Retrieved from https://scispace.com/papers/networking-and-collective-intelligence-for-teachers-and-5ae1t0ja97

Creese, B., Gonzalez, A., & Isaacs, T. (2016). Comparing international curriculum systems: The international instructional systems study. The Curriculum Journal, 27(1), 5-23. https://doi.org/10.1080/09585176.2015.1128346

Dabu, C. M. (2017). Computer science education and interdisciplinarity. In Science Education-Research and New Technologies. IntechOpen. https://doi.org/10.5772/intechopen.68580

Daugherty, M. K. (2013). The prospect of an" A" in STEM education. Journal of STEM Education: Innovations and Research, 14(2). Retrieved from https://www.researchgate.net/publication/286201021_The_prospect_of_an_A_in_STEM_education

Debesse, M., & Mialaret, G. (1974). Traités des sciences pédagogiques. Paris: PUF.

Directorate of Quality for Higher Education of the Ministry of National Education of Colombia. (n.d.). Guide to the educational system of Peru. Retrieved from https://alianzapacifico.net/wp-content/uploads/GU%C3%8DA-SISTEMA-EDUCATIVO-DE-PER%C3%9A.pdf

Dudok, F. (2019). Comparing the education systems of Central-Eastern European countries–policies and curricula. Journal of Applied Learning and Teaching, 2(Sp. Iss. 1), 50-63. https://doi.org/10.37074/jalt.2019.2.s1.9

Durdu, L., & Dag, F. (2017). Pre-service teachers' TPACK development and conceptions through a TPACK-based course. Australian Journal of Teacher Education (Online), 42(11), 150-171. https://doi.org/10.14221/ajte.2017v42n11.10

Eurydice. (2024a). Greece: Overview of the national education system. Retrieved from https://eurydice.eacea.ec.europa.eu/national-education-systems/greece/overview

Eurydice. (2024b). Political, social and economic background and trends. Retrieved from https://eurydice.eacea.ec.europa.eu/national-education-systems/greece/political-social-and-economic-background-and-trends

Flores Suarez, GC, PacsiChavez , LV, & Torres Reyes, KG (2022). Integration of technologies in Peruvian education: public policies and perceptions of educational actors (Research paper submitted for the Bachelor's degree, Universidad Peruana de Ciencias Aplicadas). UPC Academic Repository. Retrieved from http://hdl.handle.net/10757/665626

Foundation, F. (2024, July 2021). The Greek Educational System. Retrieved from https://www.fulbright.gr/el/spoudes-stin-ellada/to-elliniko-ekpaideftiko-systima

International Institute for Educational Planning –UNESCO. (n.d.). Characterization of the educational system in Peru. Retrieved from https://siteal.iiep.unesco.org/pais/peru#Caracterizaci%C3%B3n

Jannah, U. R. (2025). Adaptation and Social Readiness Strategies in the Face of Rapid Advances in AI Technology. International Journal of Multidisciplinary Research and Creative Innovation Ideas, 1(4), 564-573. Retrieved from https://journal.bizscript-studio.co.id/the-mir-journal/article/view/65

Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554

McGuffee, J. W. (2000). Defining computer science. ACM SIGCSE Bulletin, 32(2), 74-76. https://doi.org/10.1145/355354.355379

Ministry of Education of Greece. (1997). Unified Curriculum Framework for Information Technology. Athens, Greece: National Printing House

Ministry of Education of Greece. (2003). Interdisciplinary Unified Framework for the Computer Science Curriculum. Athens: National Printing House

Ministry of Education of Greece. (2014a). Curriculum for the course “Information Technology Applications” for the first year of General Lyceum. Athens: National Printing House

Ministry of Education of Greece. (2014b). Syllabus for the course “Introduction to the Principles of Computer Science” for the second year of general and vocational high school. Athens: National Printing House

Ministry of Education of Greece. (2016). Teaching guidelines and curriculum for primary schools 2016-17 for the subject Information and Communication Technologies. Athens: Ministry of Education. Retrieved from https://www.alfavita.gr/sites/default/files/attachments/odigies_mathimatos_kai_didakteas_ilispdf.pdf

Ministry of Education of Greece. (2017). Guidelines for teaching Information Technology in secondary schools for the 2017–2018 school year. Athens: Ministry of Education Retrieved from https://www.minedu.gov.gr/publications/docs2017/164308_%CE%9F%CE%94%CE%97%CE%93%CE%99%CE%95%CE%A3_%CE%A0%CE%9B%CE%97%CE%A1%CE%9F%CE%A6%CE%9F%CE%A1%CE%99%CE%9A%CE%97_%CE%93%CE%A5%CE%9C%CE%9D%CE%91%CE%A3%CE%99%CE%9F_2017_18_v3_signed.pdf

Ministry of Education of Greece. (2020). 111/12.06.20. Athens: National Printing House Retrieved from https://www.kodiko.gr/nomothesia/document/626417/nomos-4692-2020

Ministry of Education of Greece. (2021). 3791/13.08.21. Athens: National Printing House Retrieved from https://www.e-nomothesia.gr/kat-ekpaideuse/deuterobathmia-ekpaideuse/upourgike-apophase-94214-d2-2021.html

Ministry of Education of Greece. (2023). 5617/22.09.23. Athens: National Printing House Retrieved from https://www.kodiko.gr/nomothesia/document/912888/yp.-apofasi-102977-d2-2023

Ministry of Education of Peru. (2016a). General Secretariat Resolution No. 505-2016 -MINEDU: Guidelines of the National Strategy for Digital Technologies in Basic Education. Lima, Peru: MINEDU Retrieved from https://www.gob.pe/institucion/minedu/normas-legales/124210-505-2016-minedu

Ministry of Education of Peru. (2016b). National Strategy for Digital Technologies in Basic Education 2016-2021: From ICT to Digital Intelligence. Lima, Peru: MINEDU Retrieved from https://repositorio.minedu.gob.pe/handle/20.500.12799/5937

Ministry of Education of Peru. (2016c). National Curriculum for Basic Education. Approved by Ministerial Resolution 281-2016-MINEDU Retrieved from https://www.minedu.gob.pe/curriculo/pdf/curriculo-nacional-de-la-educacion-basica.pdf

Ministry of Education of Peru. (n.d.). Institutional portal of the Ministry of Education of Peru. Retrieved from https://www.gob.pe/institucion/minedu/institucional

Mpratitsis, T. (2013). Information Technology in Greek Schools: Trends, Approaches, Prospects. Issues of Science and Technology in Education, 6(3), 111-115.

Mpratitsis, T., Chasanisis, D., & Chatzopoulos, A. (2012). Teachers' views on the place of Information Technology in extended-hour elementary schools. Paper presented at the 6th Panhellenic Conference on “Teaching Information Technology”, Florina, Greece. Retrieved from https://didinfo2012.web.uowm.gr/32-341-350.pdf

Mpratitsis, T., Savvoglou, A., & Meresti, N. (2014). The flow of information inside the computer. An example of Digital Narration in the Teaching of Informatics for kindergarten. Paper presented at the Conferences of the Hellenic Scientific Association of ICT in Education.

National Education Council. (2020). National Education Project to 2036. Lima, Peru Retrieved from https://www.gob.pe/institucion/cne/informes-publicaciones/1942002-proyecto-educativo-nacional-al-2036-el-reto-de-la-ciudadania-plena

Özdinç, F., Kaya, G., Mumcu, F., & Yıldız, B. (2022). Integration of computational thinking into STEM activities: an example of an interdisciplinary unplugged programming activity. Science activities, 59(3), 151-159. https://doi.org/10.1080/00368121.2022.2071817

Pacsi Chávez, L. V., & Torres Reyes, K. G. (2022). Integration of technologies in Peruvian education: Public policies and perceptions of educational actors. (Bachelor's thesis). Peruvian University of Applied Sciences, Retrieved from http://hdl.handle.net/10757/665626

Papadopoulos, G. K. (1998). Informatics in school: Pedagogical Institute’s construction. Paper presented at the Conferences of the Hellenic Scientific Association of ICT in Education.

Passey, D. (2017). Computer science (CS) in the compulsory education curriculum: Implications for future research. Education and Information Technologies, 22(2), 421-443. https://doi.org/10.1007/s10639-016-9475-z

Phillips, M., Koehler, M., Rosenberg, J., & Zunica, B. (2017). Unpacking TPACK: reconsidering knowledge and context in teacher practice. Paper presented at the Society for Information Technology & Teacher Education International Conference. Retrieved from https://research.monash.edu/en/publications/unpacking-tpack-reconsidering-knowledge-and-context-in-teacher-pr/publications/

Plati, D., Mpellou, I., & Mikropoulos, A. (2012). Preparing future teachers for the digital school. Paper presented at the 6th Panhellenic Conference on “Teaching Information Technology”, Florina, Greece.

Psycharis, S. (2018). STEAM in education: A literature review on the role of computational thinking, engineering epistemology and computational science. Computational STEAM pedagogy (CSP). Scientific Culture, 4(2), 51-72. https://doi.org/10.5281/zenodo.1214565

Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., . . . Fischer, F. (2021). Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers. Computers in Human Behavior, 115. https://doi.org/10.1016/j.chb.2020.106625

Salirrosas Navarro, L. S., Tuesta Panduro, J. A., & Guerra Chacon, A. M. (2021). La estrategia “Aprendo en casa” y los retos en la educación virtual peruana. EduSol, 21(76), 202-214. Retrieved from http://scielo.sld.cu/pdf/eds/v21n76/1729-8091-eds-21-76-202.pdf

Seeber, M. (2020). Framework and operationalisation challenges for quantitative comparative research in higher education. Higher Education Quarterly, 74(2), 162-175. https://doi.org/10.1111/hequ.12245

Selvaraj, A., Radhin, V., Benson, N., & Mathew, A. J. (2021). Effect of pandemic-based online education on teaching and learning system. International journal of educational development, 85. https://doi.org/10.1016/j.ijedudev.2021.102444

Silva Pérez, N. L. (2018). The use of ICT in improving mathematical communication in 5-year-old boys and girls at the initial level of the IEI Nº 890 of Carabayllo. Pontifical Catholic University of Peru, Retrieved from https://repositorio.pucp.edu.pe/items/1d18a09b-b601-4c38-96e5-841f1eb41785

Sorkos, G., & Hajisoteriou, C. (2021). Sustainable intercultural and inclusive education: Teachers’ efforts on promoting a combining paradigm. Pedagogy, Culture & Society, 29(4), 517-536. https://doi.org/10.1080/14681366.2020.1765193

Thieme, C., Giménez, V., & Prior, D. (2012). A comparative analysis of the efficiency of national education systems. Asia Pacific Education Review, 13(1), 1-15. https://doi.org/10.1007/s12564-011-9177-6

Van de Werfhorst, H. G., & Mijs, J. J. (2010). Achievement inequality and the institutional structure of educational systems: A comparative perspective. Annual review of sociology, 36(1), 407-428. https://doi.org/10.1146/annurev.soc.012809.102538

van Weert, T. J. (2006). Education of the twenty-first century: New professionalism in lifelong learning, knowledge development and knowledge sharing. Education and Information Technologies, 11(3), 217-237. https://doi.org/10.1007/s10639-006-9018-0

Vivanco Enríquez, J. L. (2025). Educational transformation by 2040 in Peru: Technology, innovation and challenges in Regular Basic Education. Pontifical Catholic University of Peru, Retrieved from https://tesis.pucp.edu.pe/items/eef8f0c3-ff01-4a83-b9b6-684f0c004bf8

##submission.downloads##

Publikované

2026-08-15

Číslo

Diel 11 Číslo 2 (2026)

Sekcia

Articles

##submission.license##

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).