BEBRAS Challenge - Malta

As the uptake of digital technologies increasingly shapes society, the ability to think logically and critically, solve problems, and understand a computer's main principles is fast becoming just as important as traditional literacy and numerical skills. Not every youngster today will turn into a software developer tomorrow, yet computational thinking is gaining growing recognition as a fundamental ability to help people analyse problems, develop solutions, and make informed decisions in a technology-driven world. Fostering the development of these skills from an early age is key to ensuring future generations have the skills they need to make the most out of education and employment - effectively turning them into active participants in the digital economy. 

About this initiative

Successfully promoting these competences on a global scale is the BEBRAS Challenge - a global educational programme designed to introduce school pupils to computational thinking and key concepts in computer science. Running in 30+ countries around the world, BEBRAS encourages young students to engage in logical tasks and problem-solving in a fun, accessible, and engaging way. Rather than testing programming skills, BEBRAS focuses on the thinking processes that went behind creating computers, making the program suitable for students from all levels and backgrounds. 

BEBRAS Challenge - Maltese edition 

In Malta, the initiative gained significant momentum through the establishment of Computational Thinking Malta , a non-governmental organisation set up in 2024 through collaboration between academics from the Faculty of Information and Communication Technology and the Faculty of Education at the University of Malta. The organisation was created to promote computational thinking skills among learners, support educators, and increase awareness of the importance of digital competences in the education system. Founding members include prominent academics from the University of Malta, namely Professor Leonard Busuttil, Dr Diane Vassallo, Professor Vanessa Camilleri, and Professor Christian Colombo. Through their combined competence in education, computer science, and digital learning, they have developed a strong platform for advancing computational thinking education across Malta and Gozo.

Several key principles guide the organisation. One of its primary aims is to empower young people with problem-solving abilities to serve them throughout their lives. It also seeks to strengthen digital literacy by helping learners develop the skills needed to thrive in an increasingly digital society. Equally important is its commitment to collaboration, which brings together educators, students, academic institutions, and industry stakeholders to create a support community focused on digital teaching and innovation.

How the challenge works 

The BEBRAS Challenge itself provides a practical and engaging way to develop computational thinking skills. Students participate online from their schools using computers or mobile devices and are supervised by their teachers, who can also integrate the challenge into broader classroom activities. Smooth fulfilment of the challenge in all schools in Malta is possible with the support of the Directorate for Digital Literacy and Transversal Skills (DDLTS), whose collaboration is instrumental in coordinating school participation and engagement across the country. The challenge is designed to be inclusive and accessible, and does not require any prior preparation, specialised training, or programming experience.

• Participants are given 45 minutes to complete a series of 15 multiple-choice questions. 
• These tasks focus on logical reasoning, problem solving, model recognition, abstraction, algorithmic thinking, and the ability to break complex problems in smaller and manageable parts. 
• These are the same cognitive skills on which computer science and software development are based, but they are presented in ways that are interesting and age-appropriate for students.

A key strength of the challenge is its ability to introduce computer concepts without requiring technical knowledge. Students learn to think like problem solving rather than just memorising information. This approach helps to clarify technology and encourages young people to see computers as accessible, creative and relevant to their daily lives.

To further support learning and reflection, Computational Thinking Malta has developed a series of video resources, describing the rationale behind selected challenging tasks. These resources offer students and teachers alike the opportunity to re-visit problems, understand the thinking strategies involved, and deepen their engagement with computational concepts beyond the challenge itself.

Why is this a good practice? 

Popularity of the competition 

The growing success of the BEBRAS Challenge in Malta illustrates its popularity and educational value. During the 2024-25 academic year, the challenge attracted 2,825 participants from schools across Malta and Gozo. Participation was boosted further in the following year (2025-26) too, reaching 3,500 students (an increase of around 24%). The challenge now covers 6 categories covering students across wide levels of education (between the ages of 6 and 19).

This steady growth reflects a growing recognition among educators, schools, and parents of the importance of computational thinking as a fundamental skill of the twenty-first century. It also highlights Computational Thinking Malta’s success in raising awareness and providing meaningful opportunities for students to engage with digital concepts in a practical and pleasant way.

Impact and support of strategic skills objectives 

The impact of the BEBRAS Challenge extends well beyond competition itself. By introducing thousands of students to computational thinking every year, the initiative is helping to build a stronger basis for the future development of digital skills in Malta. Students develop critical thinking, logical reasoning, creativity, and problem-solving skills that are valuable not only in computers but in all academic disciplines and future careers.

The initiative also supports Malta’s broader efforts to strengthen Science, Technology, Engineering and Mathematics (STEM) education and increase interest in technology-related topics. Early exposure to computational thinking can inspire students to continue their studies in computer science, artificial intelligence, software engineering, cybersecurity, data science, and other digital fields that are becoming increasingly important for Malta’s economy. In addition, the challenge helps educators integrate computational thinking into teaching practices, thereby creating a multiplier effect that extends beyond the participants themselves and contributes to broader educational innovation. 

Scalability and replication 

One of the most valuable aspects of the Maltese experience is its simplicity and scalability. The model requires relatively limited resources, can be delivered within existing school structures, and is accessible to students regardless of their previous experience or background. 

Collaboration between universities, educators, and a dedicated non-governmental organisation provides a strong framework that can be easily adapted by other countries. Similar partnerships could be established across Europe to promote computational thinking, support teachers, and organise national participation in international challenges. As the challenge is free, inclusive, and adapted to a wide range of ages, it offers a practical and cost-effective approach for Member States seeking to enhance the development of digital skills and increase interest in computers among young people.