James Abela, Director of Digital Learning and Entrepreneurship at Garden International School, combines his extensive industry experience with a passion for education. Since 2012, he has been instrumental in shaping the UK computing curriculum. He is the author of The Missing Manual: Gemini AI For Teachers, Creating SwiftUI Apps in Playgrounds, Parenting and Teaching in the Age of AI, The Gamified Classroom and the Oxford University Press IB Diploma Computer Science book. As the founder of the Southeast Asia Computer Science Teachers Association (SEACSTA), James has become a key figure in computer science education. His accolades include being named 21st Century Teacher of the Year in 2014, an Apple Distinguished Educator (Class Cork 2012), and a finalist for the Cambridge Dedicated Teacher Award in 2023.
Recently, in an exclusive interview with K12 Digest, James shared insights into his passion for computing and education, personal hobbies and interests, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
Hi James. What inspired your long-standing passion for computing and education, starting from your industry experience in 1998?
I’ve always been interested in computers and grew up with the BBC Micro. This machine has just 32KB of RAM, but it enabled me to learn to program, play games and express myself with a word processor. My first job out of university was as a product manager for a labelling machine, this machine had to be programmed in a form of Octal and I was then fortunate enough to work for ARM who at the time were in the process of designing the first processors for Apple. Whilst working for ARM, I did some part time English tuition and realised that teaching was my true passion and so eventually I retrained as a teacher. To the surprise of no one, I became a third-generation teacher and from there I have taught all the way from master’s courses at university down to year 1.
What do you love the most about your current role?
As Director of digital learning and entrepreneurship, I love the fact that I am now combining my previous experiences of professionally training adults, analysing technology and software and I still get to directly do some teaching. It feels like a job that taps into all my previous experience and brings it together in the best way possible.
In your view, how does computational thinking complement other 21st-century skills like collaboration and critical thinking?
Computational thinking plays a vital role in complementing other 21st-century skills such as collaboration and critical thinking, and this can be clearly seen through the Taylor’s Schools’ 3Rs philosophy of being Resilient, Responsible, and Relevant. Taylor’s emphasises that students should not only achieve academically but also develop the personal and social capacities needed to thrive in an unpredictable, AI-driven future. Computational thinking provides the structured habits of mind that make these qualities tangible in practice.
By teaching students to decompose problems, recognise patterns, and design logical algorithms, computational thinking strengthens collaboration by giving teams a shared framework for problem-solving. This approach encourages students to take responsibility for their part of a task, while also appreciating how their contribution fits into a larger solution. Collaboration becomes more than simply dividing work; it becomes about building collective understanding and accountability, which mirrors Taylor’s emphasis on learners being responsible citizens who can work ethically and effectively with others.
At the same time, computational thinking builds resilience through its iterative nature. Students quickly discover that solving problems often requires testing, failing, and trying again, which develops persistence and adaptability. Critical thinking is reinforced as learners question assumptions, refine their strategies, and adapt solutions when initial approaches do not succeed. This resilience is exactly the kind of mindset Taylor’s Schools highlights as essential for navigating future challenges, where uncertainty and change are constants.
Perhaps most importantly, computational thinking ensures that education remains relevant to the real world. In fields as varied as healthcare, sustainability, and digital innovation, computational approaches act as a common language across disciplines, allowing teams to tackle global problems together. By embedding computational thinking alongside collaboration and critical thinking, schools like Taylor’s ensure that students are not only technically capable but also prepared to apply their learning to meaningful, future-focused contexts. This is the essence of being relevant: shaping learners who can adapt their skills to evolving technologies and industries.
In this way, computational thinking does not stand apart from 21st-century skills but actively strengthens them, while directly supporting Taylor’s 3Rs philosophy. It equips learners to be responsible in their collaboration, resilient in their problem-solving, and relevant in their application of knowledge. Together, these qualities prepare students to thrive in a future where human creativity, adaptability, and ethical responsibility will matter more than ever. For a deeper exploration of how these ideas connect to parenting, teaching, and preparing children for the age of AI, see my book Parenting and Teaching in the Age of AI: https://www.amazon.com/dp/B0D17KDTSD/
What are your thoughts on making computer science more inclusive and appealing to underrepresented groups?
When it comes to making computer science more inclusive, I often reflect on my own position. As a man in my late 40s, I am not necessarily the most effective advocate for encouraging girls into the subject. This is precisely why Girls in Code SEA has been so impactful: it was founded by students at Garden International School and is still run from the school today. The initiative came from the girls themselves, and that authenticity has made it far more powerful than anything I could have initiated alone. It shows that true inclusivity is most successful when it grows from within the community it is trying to serve.
The journey towards greater female participation was not straightforward. It took huge amounts of effort to persuade even the first girl to take Computer Science at both iGCSE and A-level, in an environment where the subject was seen as overwhelmingly male. Yet her story is remarkable: she not only completed both qualifications but went on to study at Cambridge University and now works for Spotify. Her success helped shift perceptions, proving that girls could thrive at the highest levels in computing, and it opened the door for more students to step in with confidence.
From those beginnings, the momentum has grown. Girls in Code SEA has reached far beyond our school through coding competitions and the 2025 hackathon, which brought together 140 participants from 10 countries and 30 schools. These events give girls visibility, encouragement, and community, showing them that they belong in tech. More importantly, they demonstrate that computer science is not simply about machines or abstract logic but about creativity, collaboration, and solving real-world problems.
While the initiative has been vital in encouraging more girls into computing, it has also strengthened the culture of inclusivity for all students. Garden International School has seen tremendous success with both genders, building a diverse and dynamic community of young people passionate about technology. By supporting students to take the lead, we have seen what is possible when barriers are removed and opportunities are opened. Girls in Code SEA is a reminder that lasting change comes from empowerment, and that sometimes the most important role a teacher can play is to provide encouragement and then step back so that students can lead the way.
Tell us about founding SEACSTA – what challenges did you face, and what achievements are you most proud of?
The idea for SEACSTA began quite modestly in 2016, on the drive to the airport in Brunei after a meeting of computer science teachers. Simon and I had been struck by how many of the participants were “one-person departments,” often without colleagues to share ideas or challenges with. We realised that if computer science teachers were to thrive, they needed a network that went beyond the occasional face-to-face event. The lowest barrier to entry at that time was simply setting up a WhatsApp group, and within a short space of time we had grown to 50 members. From there, word of mouth carried the momentum.
Of course, challenges came quickly. As the group expanded across Southeast Asia and beyond, we experienced the typical “growing pains” of any grassroots organisation. Managing communication at scale was one of the first hurdles — WhatsApp, so effective at the beginning, soon felt unwieldy as conversations multiplied. We also had to think carefully about inclusivity: balancing voices from larger, well-resourced schools with those from smaller or more isolated settings. Over time, we developed a steering group to provide direction and adopted a model not unlike open-source communities such as Linux, where founders provide guidance but the wider membership drives the momentum.
One of the most significant tests came during COVID-19. Teachers everywhere were struggling to move their lessons online, often with little support or precedent. SEACSTA became a lifeline, with members sharing resources, strategies, and moral support across borders. What might have been a time of isolation instead became a time of solidarity, and many teachers later said the network gave them the confidence to keep their computer science programmes alive when circumstances were most difficult.
What I am most proud of, however, is that SEACSTA’s impact goes beyond teachers — it has benefited students directly. Through the network, we’ve been able to share student competitions, exchange project ideas, and open doors that would have been closed to those in smaller schools. Students in remote or less-resourced contexts have been able to participate in coding challenges and collaborative projects that made them feel part of a much larger computing community. In some cases, these opportunities have influenced their future study choices, showing them that computer science could be a pathway to higher education and exciting careers.
Today, SEACSTA has grown into a truly global organisation, with Antarctica being the only continent not yet represented. From a handful of isolated teachers seeking connection, it has become a professional learning community that spans the globe. Looking back, what began as a simple WhatsApp group has become something far more meaningful: a movement that empowers teachers, lifts students, and gives computer science a stronger, more inclusive voice across borders.
What do you believe are the most critical skills students need to thrive in a technology-driven world?
In a technology-driven world, the most critical skills for students are not just about coding or mastering the latest digital tools, but about cultivating adaptability and purpose. Joseph Aoun’s Robot-Proof argues that students need “humanics”: technical literacy, data literacy, and human literacy. These go beyond mechanical knowledge to include problem-solving, ethical awareness, and creativity — the qualities that allow humans to work alongside technology rather than be displaced by it. These ideas align closely with the 3Rs of Taylor’s Schools — Resilient, Responsible, and Relevant — which together give a practical framework for preparing students to thrive.
Resilience is vital because technology evolves so rapidly that today’s knowledge can quickly become outdated. Students must be able to learn, unlearn, and relearn, treating setbacks as part of progress rather than failure. Responsibility is equally important: in a world of algorithms, AI, and data-driven decision-making, we need young people who can use technology ethically, with empathy and a strong sense of social impact. Relevance connects directly to employability and future success: students must be able to apply their knowledge across disciplines and in real-world contexts, ensuring their skills are meaningful in a changing economy.
This is also where an entrepreneurial mindset becomes critical. Entrepreneurship is not only about starting a business; it is about recognising opportunities, taking initiative, and being willing to innovate and take calculated risks. These qualities are what allow students to turn abstract skills into tangible solutions, whether that is creating a start-up, leading a project in an organisation, or developing new approaches to global challenges. In fact, this entrepreneurial way of thinking is what makes students not just employable, but capable of shaping industries and communities.
Some people have asked why I carry two job titles — Director of Digital Learning and Director of Entrepreneurship. For me, the answer is that the two are inseparable. Digital fluency without entrepreneurial spirit risks being passive, while entrepreneurship without technological literacy risks being outdated. By blending the two, we help students see that innovation is not just about knowing how technology works but about applying it in creative, responsible, and impactful ways. This holistic approach ensures that their education is not only robot-proof but also human-centred, future-ready, and globally relevant.
What was it like being recognized as 21st Century’s Teacher of the Year 2014, and how did it impact your work?
Being recognised as 21st Century Teacher of the Year in 2014 was both humbling and transformative. At the time, much of my work centred on developing innovative ways to teach computing, including collaborating with Harvard to create Scratch resources such as the Complete Introduction Course: Designing a Platform Game in Scratch. That project helped me to see the power of computational thinking — not just as a way to code, but as a mindset for breaking down problems, spotting patterns, and designing creative solutions. The award affirmed that this work mattered, and that the resources I was producing could genuinely impact how students and teachers approached computing.
The recognition also encouraged me to continue building and sharing resources widely. It gave me the confidence to move from small-scale projects into more ambitious platforms, such as ReadySetCompute.com, which now provides accessible materials for teachers and learners globally. Carrying forward the ethos of the Scratch work, my focus has been on lowering barriers, making computer science approachable, and giving students authentic opportunities to develop problem-solving skills that extend beyond the classroom.
Another important outcome was the confidence it gave me to engage at a much higher level — to talk to large organisations, influence policy, and lobby for more effective computing education. This came full circle recently when I was invited to represent education at the ASEAN AI Conference, where I was the only practising teacher given the opportunity to speak. Sharing my perspective alongside academics, policymakers, and industry leaders was a powerful reminder that classroom voices matter in shaping the future of technology in society. My talk, Is English the Language of AI?, explored how schools can adopt AI responsibly while protecting the role of critical thinking and authentic learning https://readysetcompute.com/aifriendenemy/
Looking back, the award was not an endpoint but a launchpad. It gave me credibility, opened doors, and showed me that a teacher’s influence can extend well beyond the classroom. Whether through designing resources with Harvard, building platforms like ReadySetCompute, or representing teachers on an ASEAN stage, my work since then has been shaped by the conviction that teachers can play a pivotal role in ensuring computing education is effective, inclusive, and future-ready.
What are your passions outside of work?
Outside of work, my main passion is a blend of writing and coding. Sometimes these projects are fun little teacher timesavers, such as Super Teacher Time Savers while other times they grow into complete apps and tools that can be used more widely. Writing non-fiction complements this by allowing me to explore ideas in depth and shape them into resources that connect with others. Together, writing and coding intermingle, giving me creative outlets that balance structured thinking with practical outcomes.
I also enjoy gaming, particularly on the PlayStation like Role-playing games are a favourite, especially titles like The Witcher 3, Fallout 4, and Cyberpunk 2077, because they offer immersive worlds and a comfortable way to relax.
Where do you see yourself in the next 5 years?
In the next five years, I don’t see myself tied to one fixed path, but I do see myself continuing to work at the intersection of education, technology, and creativity. My journey so far — from building Scratch resources with Harvard, to founding and scaling SEACSTA, to launching ReadySetCompute, to representing teachers at the ASEAN AI Conference — has shown me that opportunities often emerge where teaching, innovation, and advocacy overlap.
What I would like is to keep amplifying teacher and student voices in computing. That could mean developing more resources and platforms, expanding initiatives like Girls in Code SEA, or influencing policy around how AI and computer science are taught in schools. I could also see myself writing more, both non-fiction books and practical resources, as that’s a passion I’d like to sustain.
At the same time, I want to remain open to unexpected opportunities. Five years ago, I wouldn’t have predicted speaking on an ASEAN stage, or that ReadySetCompute would become a widely used resource. So I suspect the most exciting part of the next five years will be the things I haven’t yet imagined. What matters to me is staying relevant, responsible, and resilient — and making sure that my work continues to have a positive impact on learners and educators.
What advice would you give educators looking to incorporate more computational thinking into their curricula, based on your extensive speaking engagements and publications?
My advice to educators is to embrace coding as the natural entry point for computational thinking. Coding gives students a safe space to practise problem-solving because it allows them to set up scenarios, test solutions, and see the consequences of their decisions in real time. Unlike purely abstract exercises, coding provides a structured environment where students can experiment, make mistakes, and refine their approaches without penalty. This turns computational thinking from theory into lived experience.
I often emphasise that coding is not just about syntax or technical skill — it is a form of expression. Just as writing enables students to shape their ideas into words, coding enables them to shape their ideas into functioning solutions. Whether that’s designing a game, building a simulation, or automating a task, students learn to express themselves in a way that directly connects creativity with problem-solving. This makes coding an essential component of computational thinking, not something to downplay.
At the same time, educators should focus on making these experiences accessible and engaging. In my own resources and speaking engagements, I encourage teachers to use projects students care about, from building simple apps to exploring scenarios in science or social studies. Coding is the medium, but the message is that students can use computational thinking to solve meaningful problems. With the right scaffolding, even small successes in coding can give learners confidence, resilience, and a sense of achievement.
Finally, I would remind teachers that they don’t need to work in isolation. Communities such as SEACSTA grew from the recognition that many computer science teachers were “one-person departments.” By sharing resources, supporting one another, and using platforms like ReadySetCompute.com, educators can make coding and computational thinking feel less daunting. With collaboration and creativity, coding becomes not just a subject to be taught, but a way for students to explore, create, and build the skills they need to thrive in a technology-driven world.