EXPLORING COMPUTATIONAL THINKING IN EDUCATION: DEFINITIONS, PEDAGOGIES, AND INTEGRATION APPROACHES

Abstract

Nowadays, many academics agree that one of the essential 21st-century skills is computational thinking (CT). This study explores the diverse meanings of CT and their evolution throughout the years. It examines the complex connections between digital literacy/competence, programming, and CT, and clarifies their differences.

The fundamental ideas and abilities of CT—abstraction, algorithmic reasoning, automation, decomposition, debugging, pattern recognition, and generalization—will be at the center of our discussion. We claim that CT serves as a catalyst for developing students' critical thinking and problem-solving skills, emphasizing its importance in education.

Our paper evaluates the necessity of incorporating CT into curricula while discussing how it might promote economic growth. It investigates the best pedagogical approaches to support CT and looks into ways to incorporate it easily into current curriculum. Additionally, it looks into how dependent CT is on technology and how students' access to it affects CT-oriented education.

A comprehensive review of relevant studies will be conducted, examining various methods of implementing and using CT in mandatory education worldwide.

Finally, three primary approaches to integrating CT skills in compulsory education curricula will be examined: as a cross-curricular topic, as a standalone subject, and by integration within other subjects. Real-world examples of CT integration in compulsory education across various countries are provided, offering insights into successful implementation strategies.