Logo
ScienceStack
Table of Contents
Fetching ...
Sign In

Global Overview of Computational Thinking and Digital Tools for Teaching

Roberto Massi De Oliveira, M^onica Cristina Garbin, Rodolfo Azevedo

TL;DR

This study presents a global survey of Computational Thinking (CT) education, mapping CT presence in school curricula across 34 countries and cataloging digital tools used to teach CT. It introduces a taxonomy of tools (visual/textual programming, electronic games, modeling/simulation, and unplugged) and analyzes how these tools support three CT competency domains: Cognitive and Analytical Competencies (CAC), Technical and Computational Competencies (TCC), and Social and Emotional Competencies (SEC). The work identifies infrastructure, usability, teacher training, and assessment as key challenges, and highlights the predominance of Scratch and web-based tools in K-12 CT education, while outlining future research directions including standardized CT assessments and interdisciplinary, AI-enabled approaches. Overall, the paper provides a comprehensive, actionable overview for policymakers, educators, and researchers aiming to advance CT education globally.

Abstract

Computational Thinking (CT) has emerged as a critical component in modern education, essential to equip students with the skills necessary to thrive in a technology-driven world. This survey provides a comprehensive analysis of the presence and integration of CT in school curricula across various countries. In addition, this study categorizes digital tools into groups such as visual programming, textual programming, electronic games, modeling, and simulation, assessing their use in different educational settings. Furthermore, it examines how these tools are employed in various contexts, including the areas of knowledge and age groups they target, and the specific skills they help develop. The research also identifies key CT competencies that have been improved through these tools, including Cognitive and Analytical Competencies (CAC), Technical and Computational Competencies (TCC) and Social and Emotional Competencies (SEC). Furthermore, the study highlights recurring challenges in the implementation of digital tools for CT development, such as inadequate infrastructure, difficulties in the usability of the tool, teacher training, adapting pedagogical practices, and measuring student CT skills. Finally, it proposes areas for future research to address these challenges and advance CT education.

Global Overview of Computational Thinking and Digital Tools for Teaching

TL;DR

This study presents a global survey of Computational Thinking (CT) education, mapping CT presence in school curricula across 34 countries and cataloging digital tools used to teach CT. It introduces a taxonomy of tools (visual/textual programming, electronic games, modeling/simulation, and unplugged) and analyzes how these tools support three CT competency domains: Cognitive and Analytical Competencies (CAC), Technical and Computational Competencies (TCC), and Social and Emotional Competencies (SEC). The work identifies infrastructure, usability, teacher training, and assessment as key challenges, and highlights the predominance of Scratch and web-based tools in K-12 CT education, while outlining future research directions including standardized CT assessments and interdisciplinary, AI-enabled approaches. Overall, the paper provides a comprehensive, actionable overview for policymakers, educators, and researchers aiming to advance CT education globally.

Abstract

Computational Thinking (CT) has emerged as a critical component in modern education, essential to equip students with the skills necessary to thrive in a technology-driven world. This survey provides a comprehensive analysis of the presence and integration of CT in school curricula across various countries. In addition, this study categorizes digital tools into groups such as visual programming, textual programming, electronic games, modeling, and simulation, assessing their use in different educational settings. Furthermore, it examines how these tools are employed in various contexts, including the areas of knowledge and age groups they target, and the specific skills they help develop. The research also identifies key CT competencies that have been improved through these tools, including Cognitive and Analytical Competencies (CAC), Technical and Computational Competencies (TCC) and Social and Emotional Competencies (SEC). Furthermore, the study highlights recurring challenges in the implementation of digital tools for CT development, such as inadequate infrastructure, difficulties in the usability of the tool, teacher training, adapting pedagogical practices, and measuring student CT skills. Finally, it proposes areas for future research to address these challenges and advance CT education.
Paper Structure (33 sections, 7 figures, 2 tables)

This paper contains 33 sections, 7 figures, 2 tables.

Table of Contents

  1. Introduction
  2. Related Surveys
  3. Methodology
  4. Computational Thinking and Global Overview
  5. Digital Tools in Teaching Computational Thinking
  6. Classification of Tools
  7. Digital Tools Used in Computational Thinking
  8. Python Tutor
  9. Google Colab
  10. Blockly
  11. BlocklyScript
  12. Blockly Games
  13. Alice
  14. MIT App Inventor
  15. Scratch
  16. ...and 18 more sections

Figures (7)

  • Figure 1: Methodology steps to select the articles
  • Figure 2: Number of computational thinking articles by country, considering countries with at least 5 publications
  • Figure 3: Number of countries by curriculum
  • Figure 4: The three set of CT competencies, their definitions and skills
  • Figure 5: Types of tools commonly found in the literature in the context of CT, highlighting those considered in the present research
  • ...and 2 more figures