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The appearance of computers in the workplaces at the turn of the 21st century has added ‘algorithmic thinking’ and ‘computing literacy’ to the repertoire of thinking skills and literacies that have been seen as essential for successful functioning and employment in society (surname, 2012). The proliferation of personal computers and other digital devices in people’s everyday lives raised the need for different kinds of skills and literacies, such as ‘ICT skills’, ‘media literacy’ and ‘digital literacy’ (Markauskaite, 2005, 2006). The recent emergence of big data, machine learning, robotics and Al gave the birth to ‘data literacy’, ‘computational thinking’, ‘AI literacy’ and other new skills (Bull, Garofalo, & Hguyen, 2020; Long & Magerko, 2020; Mandinach & Gummer, 2013). Simultaneously, the increasing interconnectivity, complexity, and fast changes in knowledge and skills needed for everyday life and jobs have shifted the attention from technology-centred skills and literacies to a broader set of generic competencies, such as creativity, analytical thinking, active self-driven learning, and global citizenship (World Economic Forum, 2018, 2020).