A Bibliometric Review Leveraging the use of Computational Thinking for educational sustainability in STEM subjects: A Framework for Teaching and Learning in the 21st Century.

Abstract

<title>Abstract</title> Computational Thinking (CT) has been recognised as an innovation framework to solve abstract problems to manageable tasks. In manufacturing industry, it plays a significant role to develop some working systems and application. Similarly, in teaching and learning, educators may apply this technique to unpack a rather challenging problem to solve into a more granularly structured concept that is easier to understand. This study uses a bibliometric method that build firm foundations on how school educators can integrate CT in their classroom instruction to advance some novel and meaningful ways of teaching. The data used was gathered from the Scopus database. Keywords such as “computational thinking,” “educational sustainability” and “teaching and learning” were used to extract papers from the database. Boolean operators such as ‘<italic><bold>AND’</bold></italic> and ‘<italic><bold>OR</bold></italic>’ were used as wildcards to assist the searching of journals and conference proceedings in the related field. VOSviewer was used to prepare a co-authorship and co-occurrence map based on the bibliographic data gathered. The findings from the review of the literature indicates a huge knowledge gap in teaching using CT approach compared to a ‘common approach’ or ‘traditional’ way of teaching. Although CT approach is often used in computer science and related fields, it can also be used in other subjects, particularly, STEM subjects. The limitation of the study is that only one database, Scopus, was used to gather data. Despite the use of a single database, the findings open a novel knowledge gap that can be explored to enhance teaching and learning approach.