Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review

Sabiha Yeni, Nataša Grgurina, Mara Saeli, Felienne Hermans, Jos Tolboom, Erik Barendsen

    OnderzoeksoutputAcademicpeer review

    3 Citaten (Scopus)
    62 Downloads (Pure)


    There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students’ computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.

    Originele taal-2English
    Pagina's (van-tot)223-278
    Aantal pagina's56
    TijdschriftInformatics in Education
    Nummer van het tijdschrift1
    StatusPublished - 2024


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