Implementation of Computational Thinking in School Curriculums Across Asia

Computational Thinking (CT) has seen a tremendous rise within the educational sector. Being adopted into the curriculums for secondary and primary schools across the globe. This paper covers early finds from an initial literature review, aimed at a larger comparative study between Europe and Asia concerning the pedagogy of CT. A survey mapping the current approach to Information and Communication Technology (ICT) in the East Asian region. The primary focus is on the countries’ current and future implementation of CT in primary and secondary education. Interestingly, a similar rate of adoption can be found also in Europa [1]. Moreover, this paper analyzes the complexities inherent in attempting a characterization and comparison of the CT approach of different countries, starting from the lack of a universally accepted definition for CT, including an uneven distribution of articles on the topic. Our main contribution is to propose an extended set of categories to support a critical comparison.