Abstract
Primary education of computer science has shifted internationally over the past decade from information and communication technology (ICT) literacy toward computational thinking, in which young children are positioned as producers of computational artefacts rather than operators of devices. Whether national curricula in developing and conflict-affected contexts have participated in this shift remains under-documented, particularly in the Arab Maghreb. This study evaluates the alignment between Libya's official first-cycle computer science textbooks for Grades 1 and 2 (2025-2026) and the Computer Science Teachers Association (CSTA) K-12 Standards at Level 1A (Grades K-2, ages 5-7). A qualitative comparative document analysis was applied to a corpus of 107 pages, coding each of the 18 Level 1A standards as Fully Met, Partially Met or Total Gap under explicit decision rules governing verb correspondence and register substitution. One standard (5.6%) was Fully Met, four (22.2%) Partially Met and thirteen (72.2%) constituted total gaps, for a weighted alignment index of 16.7%. Domain alignment ranged from 50.0% for Computing Systems to 0.0% for Networks and the Internet. The curriculum exhibits strong hardware terminology and an unusually thorough treatment of physical ergonomics, but contains no programming, no algorithmic construction, no data representation and no reference to passwords or online conduct. Sixty-nine per cent of the identified gaps are closeable without computing equipment, which moves the deficit from infrastructure to curriculum design and teacher preparation