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Development of Computational Thinking in the Educational Field. A Bibliometric Analysis

10.24050/reia.v23i46.1962
Published 2026-09-17
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Abstract

In the context of the fourth industrial revolution, where artificial intelligence, automation and the processing of large volumes of data are redefining the technological and social landscape, the incorporation of techniques, tools and the development of computational thinking (CT) skills play a fundamental role. Their application not only enhances problem solving, but also fosters logical reasoning, abstraction, and the decomposition of complex problems into scalable solutions. In this context, strengthening CT is key for the formation of professionals capable of innovating and facing current challenges. Objective: To perform a bibliometric analysis of world production on the development of CT in the educational field. Methodology: To fulfill this objective, a query was made in the Scopus database, obtaining 1788 records, which were processed using bibliometric techniques and the VOSViewer tool, thus making it possible to establish the main trends, authors, countries and journals in the area. These procedures made it possible to identify the main clusters or research trends in the field. Cluster 1 focuses on teaching CT through strategies such as programming and problem solving. Cluster 2 addresses the implementation of artificial intelligence and e-learning as strategies to foster CT and motivation. Cluster 3 examines CT within the curriculum of engineering education. Cluster 4 focuses on learning and teaching CT. Cluster 5 emphasizes the relationship between STEM, educational robotics, and CT. Finally, based on these findings, a research agenda for future studies in the development of CT is presented.

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