Earlier this year, we announced the winners of the EU Code Week Small Grants Nordic competition, celebrating three inspiring grassroots projects helping young people build digital skills through creativity, collaboration and coding.

One of the standout winners was Niilo Napakettu (Nilo the Snowfox), led by leading teacher Jaana Hekkanen and the Napakettu Team at Hiukkavaara Comprehensive School in Oulu, Finland. Now, we are taking a closer look at this imaginative project and how it continues to grow.

Developed under the Innokas Network as part of the Code Week project since 2023, the Nilo the Snowfox series combines storytelling and coding in a way that makes digital learning meaningful, playful and accessible for young children.

1st Place: Niilo Napakettu (Nilo the Snowfox)

Led by teacher Jaana Hekkanen and the Napakettu Team at Hiukkavaara Comprehensive School in Oulu, Finland, this award-winning project brings coding to life through storytelling.

By introducing children to Nilo the Snowfox, a much-loved character, the project blends narrative and coding to spark curiosity and creativity among pre-primary and primary learners. Children engage in problem-solving and logical thinking while immersing themselves in imaginative stories, making coding both accessible and enjoyable from an early age.

This approach demonstrates how story-based learning can transform coding education into something meaningful, memorable and fun.

A growing book series with meaningful themes

The Nilo the Snowfox series has grown steadily since its launch, with a new book published each year. So far, three titles have been released: Nilo the Snowfox Moves to the Magical Forest, Nilo the Snowfox and the Trash Prince, and Nilo the Snowfox and the Treasure of the Banana Island.

Each story takes children on a new adventure while exploring themes that matter in everyday life. The first book highlights friendship, the second focuses on sustainable development, and the third encourages trust in the future. Through these stories, children are invited not only to read and imagine, but also to think, solve problems and learn together.

Stories come to life through coding tasks

A unique feature of the Nilo books is their interactivity. At certain points, the story pauses and children are invited to complete coding tasks that help move the story forward.

The activities are varied and engaging. They include drawing, writing, arranging items in the correct order, solving puzzles, decoding secret messages, building patterns, and interpreting images and clues. In some tasks, children also “code” each other or follow instructions to reach a solution.

Designed for preschool and early primary learners, the tasks support the development of both computational thinking and collaboration skills. Some activities also include multiple difficulty levels, giving teachers flexibility to choose the option that best suits their group.

A dedicated website for Nilo

As part of the project’s development, Nilo the Snowfox now has its own dedicated website at niilonapakettu.weebly.com. Nilo also continues to feature on the Innokas Network website, where materials are available to explore and download.

The website was created by project coordinator Jaana Hekkanen and includes all three existing books in both Finnish and English. The English translations were produced through the ongoing project funding, helping make the Nilo series and its educational resources accessible to a wider audience across Europe.

Next step: audiobooks

The project continues to evolve, with the next phase focused on the production of audiobooks. Jaana’s colleague, Katja Paananen, will begin by recording the first three books in both Finnish and English.

These recordings will be turned into six complete audiobooks, three in Finnish and three in English, and published on Nilo’s website. The audiobooks are being designed specifically for educational use, with clear pause points where teachers can stop the story and guide children through the coding tasks. This means the interactive nature of the project will remain at the heart of the experience, even in audio format.

A new book is already in progress

And the story does not stop there. After the audiobooks are completed, work will continue on a fourth Nilo the Snowfox book. It has already been revealed that the next instalment will explore the theme of courage, an important part of every child’s growth and everyday life.

With its combination of storytelling, creativity and coding, Niilo Napakettu shows how digital education can begin in ways that feel joyful, imaginative and deeply relevant to children’s lives.

Discover more

Niilo Napakettu was one of the winning projects in the EU Code Week Small Grants Nordic winners announcement, which highlighted inspiring grassroots initiatives helping young people across the region build digital skills.

We look forward to following the next chapter of Nilo’s journey and seeing how this creative project continues to inspire children, teachers and families through coding and storytelling.

The post From Small Grant Winner to Growing Storyworld: Meet Niilo Napakettu (Nilo the Snowfox) appeared first on Code Week.

Exploring patterns of nature through mathematics and programming

Author: Sanja Pavlović Šijanović, Leading Teacher, Croatia and Davor Šijanović, Gymnasium Vukovar, Croatia

As part of the activities marking EU Code Week, students of the Vukovar Gymnasium explored the fascinating world of fractals – mathematical shapes that repeat at different scales and can often be observed in nature. The aim of the activity was to connect mathematics, nature, and programming, and to demonstrate how complex natural patterns can be described through simple rules and algorithms.

The activity began with the study of fractal shapes in nature. Students analyzed examples such as the branching of trees, the structure of broccoli, river networks, and seashells. They noticed that the same patterns repeat at different levels, from large structures down to very small details. Through this process, they realized that such patterns are not random and can therefore be described using mathematical rules.

Students further explored these ideas using interactive digital simulations. By using the Visnos Interactive Fractal Tree tool, they experimented with parameters such as branching angle, branch length, and the number of iterations. Observing how small changes in these rules create completely different shapes, they saw how simple mathematical relationships can generate structures resembling tree crowns or fern leaves.

Next, using the Sierpinski Carpet generator, students investigated the process in which smaller parts are removed from a square, and the same procedure is repeated on the remaining sections. By observing the emergence of a complex structure through a sequence of simple steps, they understood the fundamental idea of fractals – that complexity arises from the repetition of simple rules.

Students then applied their newly acquired knowledge and experience with interactive tools to programming. Using the Python programming language and the Turtle module, they designed their own codes to generate fractal shapes. By writing programmes, they were able to observe how mathematical rules transform into visual structures, where each new line of code influences the shape that appears on the screen.

They successfully generated several classic fractal models. A fractal tree was created using recursive branches that imitate the natural branching of plants, where each branch splits into two smaller ones at a certain angle, forming a structure that realistically resembles the growth of a real tree. The Koch snowflake begins with a simple triangle, and by adding new segments to each side gradually transforms into a complex and detailed pattern similar to a snowflake. Students also experimented with geometric star-shaped fractals, where stars repeat and build upon one another, creating complex and symmetrical structures on a dark background. Particularly interesting were the abstract shapes created through combinations of rotations, colours, and circular repetitions. These student projects demonstrated that programming can also serve as a form of creative expression.

By observing natural patterns and creating their own models, students concluded that fractals represent a kind of “fingerprint of nature,” present in plants, landscapes, and many other structures around us. At the same time, they realised that mathematics and programming are not merely abstract concepts, but dynamic systems that help us understand and decode the world around us while revealing the strong connection between science, art, and modern technology.

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When people talk about getting more girls into digital and STEM, the conversation often centres on what’s missing:
confidence, role models, encouragement and opportunities. Across the Code Week community, we also see inspiring
initiatives that are already changing the narrative, one workshop, one mentor, and one “I can do this” moment at a time.

As we look ahead to Girls in Digital Week (23–27 March 2026), we’re shining a spotlight on
High5Girls Denmark, a Danish non-profit organisation helping girls and young women aged 9 to 19 explore
science, technology and innovation through hands-on experiences and a strong sense of belonging.

Changing the story for girls in STEM

High5Girls exists to make STEM feel possible, relevant and exciting for girls. Their purpose is to increase girls’
self-confidence in STEM subjects, challenge stereotypes, and inspire more young women to pursue education and careers
in technology and science. They approach STEM as a space for creativity, collaboration and real-world problem-solving.

What High5Girls offers

High5Girls runs activities designed to spark curiosity and build skills, while also creating a supportive environment
where girls feel they belong.

Their programme includes:

• STEM events and activities such as workshops, camps and “Go-to-Science” afternoons, where participants
  meet role models, try experiments and build practical projects.
• A role model programme that connects girls with women who have experience in STEM education and careers.
• A social community and network so girls can meet like-minded peers and grow their interests together.
• A friendship association where supporting members can contribute to the mission.
• Events across Denmark, including summer activities, mother and daughter sessions, social gatherings and
  workshops in several cities, including Copenhagen, Odense, Sønderborg and Aarhus.

The result is a model that combines learning with community, because confidence grows faster when you’re not doing it alone.

Meet Marianne Andersen

High5Girls was founded in 2018 by Marianne Andersen, a qualified electrical engineer with a BSc and an Executive MBA.
She has more than 25 years of international experience in the medtech and technology industry, working in product development and
business development, often as one of very few women in technical roles.

Inspired by time spent in Silicon Valley and a commitment to improving diversity in tech, Marianne built High5Girls to show that
technology can be creative, hands-on and empowering. High5Girls offers activities such as coding and robotics events, weekend and
summer camps, role model networks, mother and daughter workshops, and partnerships with educational institutions. The aim is to build
girls’ self-confidence and help change stereotypes.

Marianne is also the CEO of RoboInsights: How do we live with Robots?, an initiative that promotes the visibility of women in tech
and supports those beginning a tech journey. Her work is not only about representation. It is also about reshaping how we think about
technology as something connected to people, nature and making the world better.

Her leadership has been recognised through awards including the Agnes and Betsy Award (2020) and
Nordic Women in Tech Advocate of the Year (2023). She has also been a proud part of the Code Week community as the
Code Week Danish Coding Ambassador since 2024.

Why this matters for Girls in Digital Week

Girls in Digital Week is about creating space for girls to explore digital skills with confidence. Initiatives like High5Girls show what
can happen when girls are supported with role models, hands-on experiences and a welcoming community.

From camps and workshops to mentoring and peer networks, High5Girls demonstrates a simple truth:
participation grows where belonging grows.

Get involved in Girls in Digital Week 2026

Whether you’re a teacher, parent, youth leader, volunteer or organisation, you can be part of
Girls in Digital Week (23–27 March 2026). Host a coding activity, run a creative digital workshop, invite role models to speak,
or create a space where girls can try something new together.

Ready to take part?

• Learn more and get involved: codeweek.eu/girls-in-digital-week
• Discover High5Girls Denmark: high5girls.dk
• And enjoy the Code Week Role-Model database developed by the European Centre for Women and Technology – ECWT that functions as the Coordinator of the Nordic Regional Hub: codeweek.ecwt.eu, and will be officially launched to the public on the first day of Girls in Digital Week, 23 March 2026.

Let’s make sure the girls who are curious today have the confidence, community and opportunities to become the digital creators of tomorrow.

The post High5Girls Denmark: building confidence, community and curiosity in STEM appeared first on Code Week.

As part of the Code Week Hackathons 2026 – Hello Future: AI for the common good, learners in France came together for a focused hackathon experience exploring one key question: how can AI be used to create positive social impact?

The hackathon was organised with 1re STI2D students from Lycée Polyvalent Dorian, within the Académie de Paris. Working in teams, students combined creativity, critical thinking and technical skills to imagine solutions grounded in real societal challenges.

Four teams, four ideas

In total, 23 students took part collaborating across four teams:

• Eye CAM (winning team)
• Quick CV
• IADsauveurMy I
• A Hotel

Each team presented a unique concept, showing how AI can support people, communities and everyday life when designed with purpose.

The winning project: Eye CAM

As in previous editions, one team was selected to represent France at the European level

This year, the project that stood out was Eye CAM: glasses incorporating an AI solution that enables visually impaired and blind people to move around more independently and receive real-time information about their surroundings.

It’s a strong example of what “AI for the common good” looks like in practice — using technology to increase autonomy, accessibility, and inclusion.

Thank you to everyone who made it possible

A huge congratulations to all participating students for their engagement, inventiveness and ambition to put technology to work for the common good.

We also want to warmly thank the teachers and mentors who supported the teams, and extend special thanks to Alexandre Singier for the welcome at SIMPLONLAB.

The future looks promising — and resolutely inclusive.

The post France Code Week Hackathon 2026: Eye CAM Wins appeared first on Code Week.

When and where?
Saturday, 20 December 2025, in Zagreb.

Who can apply?
All pupils and students aged 15 to 19!

The prize?

 Interested in taking part? Register your team now via the Eventornado platform using this link: https://eventornado.com/event/show/374#participants-form

Useful links:

• The Participant Guidebook
• Competition Rules
• Evaluation Criteria for Solutions and Presentations
• Facebook Code Week Croatia
• Competition Code of Conduct
• Support Materials for Participants

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As part of the EU Code Week 2025, Vukovar Gymnasium organised a series of workshops and digital activities through which students developed creativity, logical thinking, and programming skills using a range of tools and languages. From micro:bit and Scratch to introductory activities in artificial intelligence (AI), the goal was to introduce coding as a tool for creation, expression, and solving real-world problems.

The post Vukovar Gymnasium in the EU Code Week 2025 appeared first on Code Week.

Malta Lights Up the EU Code Week Map with Creativity, Collaboration and Coding!

Malta has kicked off EU Code Week 2025 in true digital style — already ranking second on the European scoreboard with over 921 activities and more to come!
From coding dances and Bee-Bot adventures to national awards and leadership events, Maltese schools and educators are showing that coding can be creative, inclusive and fun for everyone.

A Strong Start: Malta’s Code Week Launch

The celebrations began early this year. On 30 September, the Curriculum Entitlement Department within the Secretariat for Catholic Education, together with the Malta Digital Innovation Authority (MDIA), and the Directorate for Digital Literacy & Transversal Skills (DDLTS), hosted an online meeting with Church School Senior Leadership Teams.
Introduced by Ms Angela Charles, Director for the Curriculum Entitlement Department within the Secretariat for Catholic Education, and featuring presentations by Ms Marisa Abela Gatt and Mr James Callus, the session highlighted the importance of integrating coding into education.
All collaborators agreed that coding is a fundamental skill for holistic learning, fostering problem-solving, creativity and digital fluency.

Just a few days later, on 9 October, MDIA officially launched EU Code Week 2025 with the message:

“Code is more than a language: it’s a tool for building, solving and shaping the future.”

From bootcamps to Minecraft challenges, the MDIA launch underscored Malta’s growing leadership in
digital skills, creativity and innovation — empowering every learner to become a creator.

Celebrating Digital Innovation at Think Code Learn

Nearly a week later, the Think Code Learn event brought together educators and innovators to celebrate the
Coding Festa Awards 2024/2025. Organised in collaboration with Organised in collaboration between the Directorate for Digital Literacy & Transversal Skills (DDLTS), the Malta Digital Innovation Authority (MDIA), and the Curriculum Entitlement Department within the Secretariat for Catholic EducationDDLTS, MDIA, and
Digital Literacy within SfCE, the event opened with an engaging keynote by Quinton Scerri and inspiring talks from:

• Kenneth Brincat, CEO of MDIA, on the future of digital innovation in education
• Neil Attard, Director of DDLTS, presenting the Digital Education Strategy
• James Callus, EU Code Week Edu Coordinator, introducing the EU Code Week School Label
• Marion Bugeja from the MDIA DiHubMT team, announcing a train-the-trainer programme for educators

EU Code Week 3D-printed awards and certificates were presented to 42 schools for their outstanding achievements in promoting coding and digital literacy.

Creativity in the Classroom

Across Malta, classrooms came alive with imaginative coding challenges and unplugged activities. Two schools in particular captured the Code Week spirit perfectly:

Sacred Heart School, Malta

• Year 4 learners became coding adventurers, guiding Laurel the Explorer through a treasure hunt using code — a fun introduction to sequencing, logic and teamwork.
• Year 3 Sunflowers tackled the Angry Birds maze challenge, learning coding commands to move their bird through obstacles — proving that problem-solving can be both playful and powerful!

St Augustine College

• Year 4 Yellow students explored the Maltese Islands with Bee-Bots, combining coding with geography and social studies.
• Year 10 Italian students joined Il Ballo del Coding, an unplugged coding activity turning programming logic into dance sequences, reinforcing vocabulary and creativity.

Maria Regina College Middle School Naxxar

• Year 7 learners explored the topic of Numbers through exciting interactive games.
• Year 8 learners dived into the topic of Family, showing off their skills through fun online activities.

St. Margaret College Senglea Primary School

• Year 5 and Year 6 learners, accompanied by their parents or guardians, participated in an engaging robotics session that introduced the basics of robotics and included a special encounter with a robot dog

These inventive activities show how Maltese educators are weaving coding into every subject — from ICT to languages — and helping learners develop both digital and cognitive skills.

Minecraft Training for Educators

The Malta Digital Innovation Authority, in collaboration with the Directorate for Digital Literacy & Transversal Skills (DDLTS), hosted an in-house Minecraft training session for DDLTS staff at the DiHubMT, located within the MDIA premises. Dr. Omar Seguna, Education Officer at DDLTS, also spoke about the educational value of Minecraft Education.

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