Academic Journal
Curricular Practices for the Development of Computational Thinking in Secondary Education: A Systematic Review.
| Τίτλος: | Curricular Practices for the Development of Computational Thinking in Secondary Education: A Systematic Review. |
|---|---|
| Συγγραφείς: | Huertas, Yaneth, Boude, Oscar R., Vargas, Ana D. |
| Πηγή: | Educational Process: International Journal; 2026, Vol. 22, p1-28, 28p |
| Θεματικοί όροι: | Computational thinking, Secondary education, STEAM education, Instructional systems, Robotics, Computer programming, Teaching methods, Educational evaluation |
| Περίληψη: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Process: International Journal is the property of Educational Process: International Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Curricular Practices for the Development of Computational Thinking in Secondary Education: A Systematic Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huertas%2C+Yaneth%22">Huertas, Yaneth</searchLink><br /><searchLink fieldCode="AR" term="%22Boude%2C+Oscar+R%2E%22">Boude, Oscar R.</searchLink><br /><searchLink fieldCode="AR" term="%22Vargas%2C+Ana+D%2E%22">Vargas, Ana D.</searchLink> – Name: TitleSource Label: Source Group: Src Data: Educational Process: International Journal; 2026, Vol. 22, p1-28, 28p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Computational+thinking%22">Computational thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22STEAM+education%22">STEAM education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+programming%22">Computer programming</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Educational Process: International Journal is the property of Educational Process: International Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.22521/edupij.2026.22.49 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 1 Subjects: – SubjectFull: Computational thinking Type: general – SubjectFull: Secondary education Type: general – SubjectFull: STEAM education Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Robotics Type: general – SubjectFull: Computer programming Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Educational evaluation Type: general Titles: – TitleFull: Curricular Practices for the Development of Computational Thinking in Secondary Education: A Systematic Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huertas, Yaneth – PersonEntity: Name: NameFull: Boude, Oscar R. – PersonEntity: Name: NameFull: Vargas, Ana D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21470901 Numbering: – Type: volume Value: 22 Titles: – TitleFull: Educational Process: International Journal Type: main |
| ResultId | 1 |