Integrating Computational Thinking into Primary and Lower Secondary Education: A Systematic Review

• Published in: Educational Technology ＆ Society Vol. 26; no. 2; pp. 99 - 117
• Main Authors: Kampylis, Panagiotis, Dagienė, Valentina, Bocconi, Stefania, Chioccariello, Augusto, Engelhardt, Katja, Stupurienė, Gabrielė, Masiulionytė-Dagienė, Vaida, Jasutė, Eglė, Malagoli, Chiara, Horvath, Milena, Earp, Jeffrey
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology ＆ Society 01.04.2023; International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan; International Forum of Educational Technology & Society
• Subjects: Compulsory Education; Computation; computational thinking; Computer science; Computer Science Education; ct skills; Curricula; Curriculum Development; Curriculum Evaluation; Curriculum Implementation; Education; Educational Change; Elementary school curriculum; Elementary School Students; Equal Education; Evaluation; Formative Evaluation; Gender Differences; High schools; Integrated Curriculum; Literature Reviews; Problem solving; Research facilities; Secondary education; Secondary School Students; Skills; Special Issue Articles; Study and teaching; Systematic review; Thinking Skills; Europe; Computational thinking; CT skills; Compulsory education; Computer Science education
• DOI: 10.30191/ETS.202304_26(2).0008
• ISSN: 1176-3647; 1436-4522

In recent years, many countries have introduced Computational Thinking (CT) concepts into compulsory education as part of general curriculum reform efforts. A systematic review of academic and grey literature has been conducted to analyse the state of the art in implementing CT in primary and secondary education. In total, 1977 publications were identified, out of which 98 met the inclusion criteria for the review. The results show that, despite a lack of consensus on a common definition, a core set of key CT skills is addressed in primary and lower secondary education. Implementation approaches that emerged from the analysis are discussed and presented according to the European Commission's Joint Research Centre (2016) classification: (i) embedding CT across the curriculum as a transversal theme/skill set; (ii) integrating CT as a separate subject; and (iii) incorporating CT skills within other subjects such as Mathematics and Technology. New approaches to formative assessment of CT are emerging, reflecting different conceptualisations and differences in contextual and motivational aspects of CT curriculum integration. However, further investigation is needed to understand better how gender/equity/inclusion issues impact the quality of computing education integration.