During my time visiting schools in my Fulbright TGC host country, Uruguay, I didn’t directly observe formal computer science lessons happening, especially in the elementary schools I visited. However, what I did witness were strong signs that students are engaging in STEM learning and Project-Based Learning (PBL) that lay the groundwork for computational thinking and problem-solving skills.

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A key driver of this foundation is Plan Ceibal, Uruguay’s groundbreaking national initiative launched in 2007, often described as the country's version of "One Laptop Per Child." But Plan Ceibal has evolved far beyond simply distributing devices. It represents a comprehensive digital education ecosystem that promotes technology access, innovative teaching practices, STEM, PBL, and increasingly, computer science.

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In the elementary schools I visited, students had access to laptops through Plan Ceibal, and teachers incorporated these devices into projects that reflected students’ daily lives and local environments. I also observed how Plan Ceibal offers far more than just laptops, it provides online platforms, robotics kits, virtual labs, and teacher training designed to help technology become a meaningful, integrated part of learning.

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One memorable example of this in action took place at Escuela Rural N°11 Cerro Solito, where students proudly shared their project called The Guardians of the Water. Using LEGO bricks, they designed models and proposed ideas to protect water sources in their community, an issue deeply connected to their rural surroundings and daily life. While this project wasn’t framed as a formal computer science lesson, it embodied the principles of STEM and PBL: critical thinking, design, collaboration, and real-world problem-solving. With continued support, projects like these could easily expand to include coding, robotics, or digital storytelling which are all opportunities that Plan Ceibal actively promotes in many parts of the country.

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Outside the classroom, I also noticed how technology is seamlessly woven into everyday life in Uruguay. QR codes are widely used in restaurants, businesses, shops, and even schools, signaling that digital tools are part of the social fabric. This widespread familiarity with technology lowers barriers to engaging with computer science concepts and builds digital confidence from a young age.

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It’s important to acknowledge, however, that the visibility and presence of computer science education vary from school to school and region to region. While I did not personally observe structured coding lessons in the schools I visited, other teachers in my Fulbright TGC cohort who were assigned to different cities had the opportunity to observe and even participate in coding activities using Micro:bits, small programmable devices that introduce students to coding and physical computing. Their experiences highlight the reality that in some schools, particularly those with more resources or stronger digital integration, computer science is far more visible and embedded into daily instruction than in others.

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Despite these variations, it is clear that Uruguay’s approach to technology education is deeply connected to cultural values of equity, community, and practical problem-solving. Teachers leverage STEM and PBL projects rooted in students’ real-world experiences and local issues, creating learning environments that are engaging and relevant. The Guardians of the Water project is one example of how students are encouraged to think critically and creatively about challenges in their own communities, with technology serving as both a tool and a means of expression.

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Students’ perceptions of computer science in Uruguay vary based on their school environment, geographic location, and level of exposure. Thanks to Plan Ceibal, most students grow up with access to laptops and digital tools, normalizing technology use from an early age. This early exposure helps demystify technology and fosters confidence in using digital platforms.

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In rural areas like Cerro Solito, students showed creativity and curiosity when applying technology to community challenges. However, pathways connecting these early STEM experiences to formal computer science careers still feel distant for many, especially in more isolated regions. Programs like Plan Ceibal’s coding workshops, national robotics competitions, and projects involving tools like Micro:bits are beginning to bridge this gap, but they aren’t yet present in every school.

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In contrast, students in urban centers or well-resourced schools, like those visited by my Fulbright TGC colleagues, appeared to have more direct engagement with computer science through structured lessons, coding activities, and exposure to tech careers. Uruguay’s growing reputation as a regional tech hub, with its strong startup culture and global tech companies, is also helping urban students imagine technology as a viable and exciting career path.

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Uruguay’s national commitment to digital equity through Plan Ceibal, combined with culturally relevant STEM and PBL practices, creates a solid foundation for expanding computer science education. However, as the experiences of my Fulbright TGC cohort demonstrate, there is still a need to ensure consistent access to structured computer science opportunities across all schools, rural and urban alike. By building on the strong groundwork already in place and expanding access to coding tools like Micro:bits, Uruguay is well-positioned to continue empowering students to see computer science not only as a subject, but as a meaningful pathway to solving community challenges and shaping their futures.