Mapping Computational Thinking in STEM Education: A Bibliometric Study
Keywords:
bibliometric analysis; computational thinking; K–12 education; STEM education; quality educationAbstract
The study aimed to explore the intellectual landscape of computational thinking (CT) in K–12 science, technology, engineering and mathematics (STEM) education by identifying dominant research themes, influential publications and evolving trends. It sought to consolidate fragmented scholarship and provide a structured overview to guide future research and practice in CT integration in STEM contexts. A bibliometric analysis, using VOSviewer software, was conducted on 1 018 peer-reviewed articles that had been published between 2007 and 2025 and were indexed in the Scopus database. The results reveal three major thematic clusters: (1) Pedagogical innovations and learning environments; (2) Theoretical foundations and disciplinary integration; and (3) Design frameworks and learning challenges. Co-word analysis shows a growing emphasis on block-based programming, robotics and teacher professional development. The findings inform curriculum developers, teacher educators and policymakers where to focus efforts, particularly in designing inclusive, interdisciplinary and assessment-rich CT experiences for diverse STEM learners. This study is among the first comprehensive bibliometric analyses to map the CT–STEM research interface. It offers a data-driven synthesis of intellectual trends, highlights key gaps and sets the stage for future empirical and theoretical contributions in CT education.
https://doi.org/10.26803/ijlter.25.1.43
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