[30] INTEGRATING COMPUTATIONAL THINKING IN SCHOOL STEM EDUCATION: BARRIERS, STRATEGIES AND FUTURE DIRECTIONS: ARTICLE INFO: Date of Submission: April 9, 2026, Revised: Apr 20, 2026, Accepted: Apr 22, 2026, CrossRef d.o.i : https://doi.org/10.56815/ijmrr.v5i4.2026.363-371. How to Cite the Article: Ritu Singh (2026). Integrating Computational Thinking in School STEM Education: Barriers, Strategies and Future Directions. International Journal of Multidisciplinary Research & Reviews. 5(4). 363-371.

Ritu Singh

Authors

Ritu Singh (Junior Research Fellow) Faculty of Education, B.H.U., Varanasi, Uttar Pradesh, India

Abstract

The current educational scenario needs to replace traditional, isolated subjects learning approach to an integrated subjects learning approach so that students can be prepared for a complex, technology-oriented, innovation driven, real-world scenario. The concept of computational thinking (CT) is derived from computer science. It is a set of skills that help to solve problems and offers a powerful framework for the integration of STEM. This paper explores the practical implementation of integrating computational thinking (CT) into a STEM (Science, Technology, Engineering, Arts, and Mathematics) educational framework to encourage multidimensional learning in school education. The integration of CT with project-based and interdisciplinary STEM framework, acts as a powerful tool and it has a positive impact on the development of creativity, critical thinking, collaboration and self-reflection of students. This paper first develops a theoretical framework for STEAM-CT integration, and argues that CT provides a systematic way for solving the open-ended, real-world challenges ingrained in STEM projects. This paper also highlights the major barriers in implementation of this integrated STEAM-CT approach in school education. These major obstacles are untrained teachers, rigid curricula, limited resources, poor infrastructure, lack of administrative policies, cultural resistance, and lack of authentic tools for the assessment of CT. At last, this paper concludes a range of solutions for overcoming the above challenges which includes creating sufficient opportunities for redefining teacher professional development programs, developing flexible curricula, ensuring fair access to resources in under-resourced schools, and developing real assessment frameworks. By overcoming these obstacles, schools can harness the combined strengths of CT and STEAM to nurture a new generation of learners who are not only digitally literate but also creative, resilient, and ready to navigate and shape their futures.