Integrating computational thinking through digital creation: The (TPAC)2K model

This study investigates how teachers adapt their technological, pedagogical, and content knowledge (TPACK) to integrate computational thinking (CT) across diverse subjects, addressing the challenge of moving students from passive technology users to active creators. Using a participatory action research design, data were collected from 12 high school teachers through reflective journals, lesson plans, and interviews. Using framework analysis, the findings reveal the need for professional development, scaffolding, and interdisciplinary collaboration to support CT integration. The study introduces the (TPAC) 2 K model, providing a framework for fostering student creativity through digital artefact creation, with implications for teacher training and cross-curricular teaching practices. • TPACK model lacks focus on digital engagement's impact on modern teaching. • Computational thinking fosters digital creation, extending beyond traditional CT skills. • Adopting student-constructed artefacts needs teachers' new knowledge and approaches. • The proposed (TPAC) 2 K Model redefines teachers' role in supporting digital creation.