Student-centered pedagogy (SCP) is highly considered for its potential to facilitate cognitive learning in Computational Thinking (CT) education. However, there is a noticeable gap in understanding its influence on students' cognitive development from a multilevel perspective. This study delves into cognitive learning theories and aims to bridge the existing gap by introducing a three-level conceptual model to illustrate how the influence of SCP on students' cognitive CT abilities is mediated through the cognitive learning processes. This multilevel approach simultaneously explores SCP within the intricate school environment where factors at the school, teacher, and student levels are closely intertwined. Data was collected from 82 programming teachers and their 2433 students across 43 Hong Kong primary schools. Using multilevel modeling, results indicate that the adoption of SCP is significantly anchored by school support on teacher professional development (TPD), which in turn enhances students’ cognitive learning (i.e., active, interactive, constructive, and reflective learning) in class, further contributing to their enhanced cognitive CT abilities. The findings underscore the nuances of SCP adoption in school scenarios, advocating for strategic approaches to maximize student achievements in CT education. Recommendations for future research are discussed. Copyright © 2024 Elsevier Ltd. All rights reserved.

Programming is perceived to be an indispensable type of literacy in the digital era. To effectively promote and implement programming in K–12 education, it is necessary to understand school principals' perception of programming education. This study adopted a mixed methods design to explain principals' understanding, expectations, and support for programming education in primary schools using Theory of Reasoned Action (TRA). In study 1, survey questionnaires were distributed to all principals from public primary schools in Hong Kong. Two hundred and sixty-six principals responded to the survey (response rate = 55.6%). In study 2, a follow-up interview study with 13 principals was conducted to further explore their perception of programming education. The results of study 1 indicated that principals with a better understanding of programming education tend to have clearer expectations of how to implement programming education in their schools, which consequently leads to greater support for the implementation of programming education. In study 2, the thematic analysis further supported the results obtained in study 1. Specifically, the results of study 2 demonstrated that most principals show understanding, expectation, and support for the implementation of programming education, which in turn results in various positive student and teacher outcomes. The results also showed that challenges are inevitable during implementation, principals show capabilities and willingness to adjust their expectation and support to better integrate programming education into their school curricula. Copyright © 2021 Elsevier Ltd. All rights reserved.