Curricular Practices for the Development of Computational Thinking in Secondary Education: A Systematic Review
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| Title: | Curricular Practices for the Development of Computational Thinking in Secondary Education: A Systematic Review |
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| Language: | English |
| Authors: | Yaneth Huertas, Oscar R. Boude (ORCID |
| Source: | Educational Process: International Journal. Article e2026049 2026 22. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Secondary Education |
| Descriptors: | Computation, Thinking Skills, Secondary School Curriculum, Educational Practices, Global Approach, Evaluation Methods, Curriculum Development, Foreign Countries, Teaching Methods |
| Geographic Terms: | North America, South America, Europe, Asia, Australia, New Zealand |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This systematic research examines global curricular methods for integrating computational thinking into secondary school. Materials/methods: Forty empirical research published from 2008 to 2024 identified five principal categories: curricular practices, instructional models, methods of mainstreaming computational thinking, specific content areas, and evaluation procedures. Results: The findings highlight a wide range of approaches, including visual and textual programming, instructional robotics, unplugged activities, design and prototyping, and STEAM projects. These practices are implemented through active pedagogical approaches such as project-based learning, problem-solving, and collaborative learning, which promote the development of transversal abilities relevant across a variety of knowledge disciplines. However, substantial obstacles remain due to a lack of curricular articulation, limited teacher participation in practice design, and insufficient systematization of evaluation systems that often focus primarily on final products and ignore learning processes. Furthermore, inequalities in access to technology resources, as well as a lack of studies in contexts such as Latin America and Africa, prevent a thorough global understanding of the phenomena. Conclusion: This review emphasizes the need to advance more organized, sustainable, and contextually grounded initiatives that incorporate critical thinking as a cross-cutting competency across all levels and domains of the school curriculum, ensuring its accessibility and significance for all students, regardless of their technological or geographical circumstances. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505410 |
| Database: | ERIC |
| Abstract: | Background/purpose: This systematic research examines global curricular methods for integrating computational thinking into secondary school. Materials/methods: Forty empirical research published from 2008 to 2024 identified five principal categories: curricular practices, instructional models, methods of mainstreaming computational thinking, specific content areas, and evaluation procedures. Results: The findings highlight a wide range of approaches, including visual and textual programming, instructional robotics, unplugged activities, design and prototyping, and STEAM projects. These practices are implemented through active pedagogical approaches such as project-based learning, problem-solving, and collaborative learning, which promote the development of transversal abilities relevant across a variety of knowledge disciplines. However, substantial obstacles remain due to a lack of curricular articulation, limited teacher participation in practice design, and insufficient systematization of evaluation systems that often focus primarily on final products and ignore learning processes. Furthermore, inequalities in access to technology resources, as well as a lack of studies in contexts such as Latin America and Africa, prevent a thorough global understanding of the phenomena. Conclusion: This review emphasizes the need to advance more organized, sustainable, and contextually grounded initiatives that incorporate critical thinking as a cross-cutting competency across all levels and domains of the school curriculum, ensuring its accessibility and significance for all students, regardless of their technological or geographical circumstances. |
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| ISSN: | 2147-0901 2564-8020 |
