Integrating Computational Thinking in Education for Interdisciplinary Learning Outcomes

Abstract

This paper explores the evolving nature of computational thinking (CT) within educational contexts. It examines CT not merely as a set of skills for computer science but as a cross-disciplinary cognitive approach that supports problem-solving, creativity, and analytical thinking. Drawing on cognitive, constructivist, and socio-cultural learning theories, the paper proposes a theoretical framework for integrating CT across subject areas in formal education. It further discusses implications for pedagogy, curriculum, teacher education, and educational policy. This theoretical study argues that CT is fundamental for modern education and provides a need for embedding CT in everyday classroom practices to prepare students for 21st-century challenges.