Abstract

The drive of this article is to diagnose the potential and instructional design of the computer science (CS) curriculum in Mongolian K-12 education system to encase potential twenty-first century competencies that are aligned with future education. The qualitative inquiry related to digital-enhanced education in CS has been explored to gauge the offering and potentials of the innovative curriculum in comparative settings. This article focuses on the paradigm, necessity, content analysis, and application of the emerging CS curriculum in Mongolian primary education and further lower and upper-secondary education. The article will also outline the capabilities considered in curriculum inspection, casting light on the curriculum outcomes throughout international jurisdictions in a qualitative design. Drawing parallels between the former and current curricula, it aims to address the grounding ideas and tackling challenges around the curriculum introduction. This essentially will be the step toward implementing the sought-after syllabus nationwide in accord with policy consensus.