Computational Thinking, STEM Education, and Teaching Practices: A Systematic Literature Review

Authors

DOI:

https://doi.org/10.15359/ree.30-1.20137

Keywords:

Computational thinking, STEM education, digital skills, teaching practices, SDG 4, quality education, learning skills

Abstract

Introduction. The use of technology in education has revolutionized contemporary conceptions of teaching. Within this context, computational thinking has emerged as a competency that transcends the field of computer science. Its incorporation into STEM education (Science, Technology, Engineering, and Mathematics) has become a fundamental pillar for the development of analytical skills, problem-solving abilities, and other essential skills required in the digital era. Purpose. This article conducts a systematic literature review to identify the relationships between computational thinking in STEM education and teaching practices. Analysis. Data collection was conducted through documentary analysis using an Analytical Research Summary Matrix (ARSM) as the instrument. The sources consisted of 50 academic publications identified through keyword searches in the databases Google Scholar, Dialnet, Redalyc, SciELO, Scopus, and ScienceDirect, covering the period from 2014 to 2023. The study was based on the interpretive paradigm and an exploratory qualitative approach. Within the field of hermeneutic methods, discourse analysis was selected as the research design. Results. The results show that computational thinking has been widely integrated into educational practices, highlighting its importance for teaching critical thinking and problem-solving skills. Trends indicate the adoption of innovative pedagogical strategies that integrate computational thinking  into programming and gamification.

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Author Biographies

  • Marvis William Morales-Teherán, Antioquia Institute of Technology

    Licenciado en Informática y Medios Audiovisuales de la Universidad de Córdoba, Magíster en Tecnología Educativas y Medios Innovadores Para la Educación, por Tecnológico de Monterrey, candidato a doctor en Educación y Estudios Sociales por el Tecnológico de Antioquia IU, profesor vinculado a la Secretaría de Educación de Medellín. 

  • Sebastián Gómez-Jaramillo, Antioquia Institute of Technology

    Ingeniero de Sistemas e Informática, Magister en Ingeniería de Sistemas y Doctor en Ingeniería - Ingeniería de Sistemas e Informática de la Universidad Nacional de Colombia. Profesor e investigador del Tecnológico de Antioquia IU; líder de la línea de investigación de Apoyo Tecnológico a Ambientes de Aprendizaje del grupo GIISTA.

  • Abad Ernesto Parada-Trujillo, Antioquia Institute of Technology

    Abogado de la Universidad Libre, Magister en Educación de la Universidad Externado de Colombia y Doctor en Educación y Estudios Sociales del Tecnológico de Antioquia IU. Profesor e investigador del Tecnológico de Antioquia IU; Miembro de los grupos de investigación Senderos y Observatos.

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Published

2026-03-25

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Vol. 30 No. 1 (2026): Revista Electrónica Educare (January-April) Under construction

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How to Cite

Morales-Teherán, M. W., Gómez-Jaramillo, S. ., & Parada-Trujillo, A. E. (2026). Computational Thinking, STEM Education, and Teaching Practices: A Systematic Literature Review. Revista Electrónica Educare, 30(1), 1-21. https://doi.org/10.15359/ree.30-1.20137