Global Overview of Computational Thinking and Digital Tools for Teaching

• URL: http://arxiv.org/abs/2510.16847v1
• Date: Sun, 19 Oct 2025 14:09:25 GMT
• Title: Global Overview of Computational Thinking and Digital Tools for Teaching
• Authors: Roberto Massi De Oliveira, M^onica Cristina Garbin, Rodolfo Azevedo,
• Abstract summary: 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.<n>This survey provides a comprehensive analysis of the presence and integration of CT in school curricula across various countries.<n>It categorizes digital tools into groups such as visual programming, textual programming, electronic games, modeling, and simulation, assessing their use in different educational settings.
• Score: 0.0
• License: http://creativecommons.org/licenses/by-nc-nd/4.0/
• 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.

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