A review of barriers and benefits for implementing computational thinking initiatives in secondary schools
Computational thinking (CT) has become an essential skill for students to develop in preparation for an increasingly digital world. CT is widely recognized as a fundamental literacy important for student success across disciplines. However, significant barriers exist to integrating CT initiatives in...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universiti Pendidikan Sultan Idris
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/117052/ http://psasir.upm.edu.my/id/eprint/117052/1/117052.pdf |
| _version_ | 1848867153392959488 |
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| author | Ahamad Said, Nur Nadhirah Hanafi, Hafizul Fahri Naning, Fatin Hana Mat Alim, Muliyati Dewi, Ika Parma |
| author_facet | Ahamad Said, Nur Nadhirah Hanafi, Hafizul Fahri Naning, Fatin Hana Mat Alim, Muliyati Dewi, Ika Parma |
| author_sort | Ahamad Said, Nur Nadhirah |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Computational thinking (CT) has become an essential skill for students to develop in preparation for an increasingly digital world. CT is widely recognized as a fundamental literacy important for student success across disciplines. However, significant barriers exist to integrating CT initiatives in secondary grades due to packed curricula, assessments, lack of teacher preparation, and the perception of CT as an isolated skill. This narrative review aims to analyse secondary schools' major obstacles and the significant advantages they can attain in instituting computational thinking programs. A narrative analysis of recent literature synthesizes the two key themes, namely the barriers and benefits related to secondary CT integration to elucidate the necessary trade-offs, priorities, and costs to provide well-informed, equitable recommendations for implementing solutions. In summary, while the integration of CT in secondary schools is imperative for equipping students with future-ready skills, it requires addressing teacher misconceptions and structural barriers. Properly prioritized, CT literacy has the potential to revolutionize secondary education pedagogy and empower students to become proactive creators of technology. |
| first_indexed | 2025-11-15T14:31:58Z |
| format | Article |
| id | upm-117052 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:31:58Z |
| publishDate | 2024 |
| publisher | Universiti Pendidikan Sultan Idris |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1170522025-04-23T08:28:10Z http://psasir.upm.edu.my/id/eprint/117052/ A review of barriers and benefits for implementing computational thinking initiatives in secondary schools Ahamad Said, Nur Nadhirah Hanafi, Hafizul Fahri Naning, Fatin Hana Mat Alim, Muliyati Dewi, Ika Parma Computational thinking (CT) has become an essential skill for students to develop in preparation for an increasingly digital world. CT is widely recognized as a fundamental literacy important for student success across disciplines. However, significant barriers exist to integrating CT initiatives in secondary grades due to packed curricula, assessments, lack of teacher preparation, and the perception of CT as an isolated skill. This narrative review aims to analyse secondary schools' major obstacles and the significant advantages they can attain in instituting computational thinking programs. A narrative analysis of recent literature synthesizes the two key themes, namely the barriers and benefits related to secondary CT integration to elucidate the necessary trade-offs, priorities, and costs to provide well-informed, equitable recommendations for implementing solutions. In summary, while the integration of CT in secondary schools is imperative for equipping students with future-ready skills, it requires addressing teacher misconceptions and structural barriers. Properly prioritized, CT literacy has the potential to revolutionize secondary education pedagogy and empower students to become proactive creators of technology. Universiti Pendidikan Sultan Idris 2024-04-30 Article PeerReviewed text en cc_by_nc_sa_4 http://psasir.upm.edu.my/id/eprint/117052/1/117052.pdf Ahamad Said, Nur Nadhirah and Hanafi, Hafizul Fahri and Naning, Fatin Hana and Mat Alim, Muliyati and Dewi, Ika Parma (2024) A review of barriers and benefits for implementing computational thinking initiatives in secondary schools. Journal of ICT in Education, 11 (1). pp. 127-140. ISSN 0127-9750 https://ejournal.upsi.edu.my/index.php/JICTIE/article/view/9045 10.37134/jictie.vol11.1.10.2024 |
| spellingShingle | Ahamad Said, Nur Nadhirah Hanafi, Hafizul Fahri Naning, Fatin Hana Mat Alim, Muliyati Dewi, Ika Parma A review of barriers and benefits for implementing computational thinking initiatives in secondary schools |
| title | A review of barriers and benefits for implementing computational thinking initiatives in secondary schools |
| title_full | A review of barriers and benefits for implementing computational thinking initiatives in secondary schools |
| title_fullStr | A review of barriers and benefits for implementing computational thinking initiatives in secondary schools |
| title_full_unstemmed | A review of barriers and benefits for implementing computational thinking initiatives in secondary schools |
| title_short | A review of barriers and benefits for implementing computational thinking initiatives in secondary schools |
| title_sort | review of barriers and benefits for implementing computational thinking initiatives in secondary schools |
| url | http://psasir.upm.edu.my/id/eprint/117052/ http://psasir.upm.edu.my/id/eprint/117052/ http://psasir.upm.edu.my/id/eprint/117052/ http://psasir.upm.edu.my/id/eprint/117052/1/117052.pdf |