In computer science (CS) classes, problem-solving tasks ask students to actively participate and expand their knowledge of the context in which their project will be deployed. One aspect of improved learning techniques could be “enabling learning,” which the authors identify as a tool for preparing students for global employability. This is because preparing students for the workforce includes developing skills that allow adequate interaction within a professional environment, as well as success in the performance of tasks. It includes investigating and analyzing information, teamwork, creativity, time management, and problem solving.

With the rich base of literature reviewed, the authors focus on the potential of enabling learning in CS studies. They extend this approach to employability issues in the global workforce. The goals are to find how students can capitalize on enabling learning and to investigate factors influencing student performance, especially based on the students’ understanding of their experiences in enabling-learning-based courses.

The value of this work is exposed through data presentations based on three thematic networks, each focusing on a specific set of enabling learning issues:

(1) “Search for meaningfulness within foundation education” describes students’ experiences in the education system;

(2) “Opportunity narrowed” describes “students’ experiences of constrained opportunities for learning”; and

(3) “Transformations and success” describes the overall results of enabling learning.

Through a thematic network analysis approach, all of the themes are graphically illustrated.

Findings strongly show the need to prepare students for the complexities of modern computer system projects in a global environment, with different learning, social, cultural, and value systems. This valuable work contains essential arguments and ideas for future research on enabling learning environments.