Abstract:

Computational thinking (CT) has emerged as a foundational 21st-century competence, recognized for its value in supporting structured problem-solving across disciplines. This paper examines the evolution of CT definitions and clarifies its relationship to digital literacy, digital competence, and programming. By focusing on core CT ideas—abstraction, algorithmic reasoning, automation, decomposition, debugging, pattern recognition, and generalization—we highlight the unique contributions of CT to students’ development of critical and analytical thinking.

The paper discusses the growing imperative to embed CT within compulsory education, emphasizing both its educational significance and its broader societal and economic implications. We review pedagogical approaches shown to effectively foster CT, including project-based learning, problem-based learning, modeling and simulation, collaborative activities, programming experiences, and unplugged methods. Attention is given to the role of technology in supporting CT as well as the importance of equitable access and balanced, well-designed learning environments.

A comprehensive review of international studies illustrates how CT is being implemented globally and identifies recurring challenges, such as teacher preparation, curricular coherence, and misconceptions about CT. We analyze three principal approaches to integrating CT and computer science into the curriculum—cross-curricular implementation, dedicated subject instruction, and integration within other disciplines—supported by real-world examples from various education systems.

Overall, this paper argues for a refined and historically informed understanding of CT, one that recognizes its distinctive place in computing education while also valuing its broad applicability across domains.

Keywords:

Computational thinking, computer science education, curriculum integration, digital literacy.