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Breaking Boundaries: Computational Thinking in Educational
Policy Leadership Management
Chapter · April 2025
DOI: 10.4018/979-8-3693-9215-7.ch003
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Chapter 3
Computational Thinking
in Educational Policy and
Leadership Management
Muhammad Usman Tariq
https://orcid.org/0000-0002-7605-3040
Abu Dhabi University, UAE & University of Glasgow, UK
ABSTRACT
This chapter seeks to broaden the scope of computational thinking beyond its tradi-
tional boundaries within the disciplines of Science, Technology, Engineering, and
Mathematics (STEM). It aims to dispel the prevailing misconception that computa-
tional thinking is limited to computer science and digital technology and highlights its
applicability in non-STEM fields such as literature, history, art, and social sciences.
In the current educational climate that emphasises interdisciplinary approaches,
this chapter endeavours to demonstrate the relevance of computational thinking in
transcending the conventional confines of these disciplines. The importance of elu-
cidating the fundamental principles of computational thinking has become apparent
as we explore its intricate facets. It is essential to understand that computational
thinking extends beyond coding and programming to encompass a range of skills
including logical analysis, pattern recognition, algorithmic reasoning, and reflection.
INTRODUCTION
This chapter seeks to broaden the scope of computational thinking beyond its
traditional boundaries within the disciplines of Science, Technology, Engineering,
and Mathematics (STEM). It aims to dispel the prevailing misconception that
computational thinking is limited to computer science and digital technology, and
DOI: 10.4018/979-8-3693-9215-7.ch003
Copyright © 2025, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
77
highlights its applicability in non-STEM fields such as literature, history, art, and
social sciences. In the current educational climate that emphasises interdisciplinary
approaches, this chapter endeavours to demonstrate the relevance of computational
thinking in transcending the conventional confines of these disciplines (Tariq, 2024).
The importance of elucidating the fundamental principles of computational
thinking has become apparent as we explore its intricate facets. It is essential to
understand that computational thinking extends beyond coding and programming
to encompass a range of skills including logical analysis, pattern recognition, algo-
rithmic reasoning, and reflection (Wing, 2006). This comprehensive understanding
of the underlying principles provides a basis for demonstrating the relevance and
applicability of computational thinking across various academic disciplines.
The following sections of this chapter provide an in-depth examination of the
intricate relationship between computational thinking and non-STEM disciplines,
drawing on both empirical evidence and illustrative case studies. By scrutinising real-
life examples such as the application of algorithmic reasoning in literary analysis or
pattern recognition in historical studies, this chapter emphasises the transformative
power of computational thinking in enhancing critical thinking, analysis, and cre-
ativity across a wide range of subjects (Grover & Pea, 2013; Kurland et al., 2019).
An integral part of this investigation involves presenting practical strategies
for educators to effectively integrate computational thinking into their non-STEM
curricula. This encompasses the development of versatile lesson plans, inventive
classroom activities, and project ideas that highlight the adaptability of computational
thinking concepts in non-STEM settings (Barr & Stephenson, 2011).
Assessing the effects of computational thinking on student learning outcomes is
a central element of this chapter. By investigating the relationship between compu-
tational thinking and critical thinking, problem solving, and analytical abilities, we
aim to illustrate how incorporating computational thinking strategies can contribute.
In conclusion, this chapter advocates for a profound shift in educational paradigms,
urging educators to embrace a more interconnected and computationally informed
approach to teaching and learning. By reaffirming the significance of expanding
the application of computational thinking beyond STEM, this chapter contributes
to the ongoing discourse on preparing students for a diverse and interconnected
world in which algorithmic and abstract thinking prove invaluable across various
fields (Wing, 2014).
78
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