In 2025 alone, learners using Code Avengers in Spanish completed more than 1,071,291 tasks.

This level of engagement suggests that structured computing education is becoming embedded in mainstream learning across languages, regions, and education systems.

Behind every completed task is a learner taking part in structured, accessible computing education — writing code, solving problems, building projects, and developing computational thinking. At scale, these numbers offer insight into how digital skills education is evolving globally.

From Local Origins to Global Classrooms

Founded in Aotearoa New Zealand, Code Avengers began with a belief that coding and computer science should be accessible, engaging, and practical for young people. Built on research-informed principles about how students learn programming, the platform offered scaffolded progression through digital learning well before Digital Technologies became a mandatory part of the New Zealand Curriculum.

When Digital Technologies was formally embedded into the curriculum, it reflected a broader shift already underway. Computing education was moving beyond enrichment or basic digital skills. Students were expected not only to use technology, but to understand how it works and to create with it.

New Zealand remains an important part of this story, but the classrooms using the platform now extend far beyond it. Around the world, learners are building digital projects, exploring artificial intelligence, learning industry-standard programming languages, and developing the foundational concepts that support further study and career pathways.

In Australia, schools use the platform within established Digital Technologies programmes, and it has been assessed through the ST4S process to support schools seeking trusted digital learning options.

In the United States, where computer science requirements vary by state, access is available directly to schools as well as through Certiport and the Home School Buyers Club, supporting both classroom and independent learning pathways.

In Japan, a dedicated team supports educators and learners in both Japanese and English, with a range of courses available in Japanese to strengthen accessibility in local classrooms.

Across these regions and many others, learners have completed more than 50 million tasks, with over 4.2 million learners supported globally. This level of engagement reflects sustained classroom integration, with students progressing through structured pathways rather than one-off activities.

What connects these classrooms is not geography, but a shared commitment to structured, practical digital skills education.

What Global Usage Reveals About Digital Skills Education

Looking at patterns across regions reveals several consistent themes.

Structured curriculum matters

Across education systems, schools need clear progression and alignment with learning outcomes. Teachers are looking for structured pathways that build confidence over time, not isolated coding activities.

Sustained task completion across multiple regions suggests that learners engage deeply when computing education is structured, progressive, and connected to meaningful projects.

Language access expands participation

The milestone of more than one million tasks completed in Spanish in a single year highlights the importance of multilingual access. When digital learning is available in students’ first languages, participation broadens and engagement deepens.

Providing courses in multiple languages reduces barriers and supports more inclusive computing education.

Computing education is becoming a foundational part of learning

In many regions, digital technologies and computer science are increasingly embedded in curriculum frameworks at national or regional levels. Even where requirements and mandates vary, the broader direction is clear: computational thinking and coding are becoming part of mainstream education.

Global engagement data reflects this shift. Schools are not experimenting with digital skills as add-ons. They are integrating them into long-term learning pathways.

A Shared Global Priority

Educational systems vary widely in structure, policy, and implementation. However, across continents, educators are asking similar questions:

How do we prepare students for a digital economy?
How do we build real problem-solving capability?
How do we ensure digital skills are inclusive and accessible?
How do we maintain structured progression across year levels?

The scale of engagement across 165 countries suggests that these questions are not regional. They reflect a shared global priority in computing education.

When digital education is thoughtfully designed, curriculum-aware, and accessible across languages, students are better supported to build skills progressively over time.

Looking Ahead

As technology continues to shape communication, work, and decision-making worldwide, foundational computing skills are becoming part of general literacy.

The growth of structured digital learning across regions reflects a broader global shift. Schools are increasingly focused on helping students understand how technology works, not just how to use it.

What this global engagement shows is that computing education is no longer a niche priority. It is becoming a shared part of how schools prepare students for the future.

To learn more about how Code Avengers supports schools, partners, and educators around the world, explore our Global Reach or find an Education Consultant in your region.