Work

Integrating computational thinking into teacher education: A systematic literature review

Year: 2025

Type: review

Abstract: Integrating computational thinking (CT) into teacher education is essential for preparing future teachers in the 21st century. This systematic literature review selected 43 journal articles (2014–2024) using the PRISMA standard to examine the subject area, CT model, intervention, tools, and assessments. The results show that the literature (1) focuses on STEM subjects, with most researchers using (2) the CT model, including decomposition, pattern recognition, abstraction and algorithm thinking, (3) plugged activity, (4) visual programming, and (5) questionnaires and achievement tests as assessment tools. Further potential research includes studies on non-STEM subjects, CT model testing, unplugged interventions, non-programming tools, and assessment validity and reliability. This study provides important and evidence-based insights for researchers in teacher education and development so that they can design more effective teaching strategies in integrating CT into in-service and pre-service teacher education.

Source: International Journal of Educational Research

DOI: 10.1016/j.ijer.2025.102682

Authors: Prasetyo Listiaji, Gyöngyvér Molnár

Institution: University of Szeged

Language: English

Topic: Teaching and Learning Programming

Subfield: Computer Science Applications

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,470