Computational Thinking (CT) integrated entrepreneurship education (EE): a synthesis of current research and initiatives

Purpose Emerging research has shown a significant integration between Computational Thinking (CT) and Entrepreneurship Education (EE), suggesting that CT skills can positively influence business sustainability and catalyze innovation. In this context, this study aims to identify the core themes of CT and EE and their integration with ethical considerations and to determine the diverse perspectives and definitions presented for CT and EE to analyze the range of educational contexts using various research methodologies and approaches employed. Design/methodology/approach This study adopted an exploratory research method with thematic, discourse, and comparative analyses to encompass the systematic approaches and techniques employed to investigate and further address the research gaps. Findings This study synthesizes the potential interconnections and overlaps between CT and EE, with key findings to underscore the growing importance of CT as a fundamental skill and its impact on learning outcomes, such as problem-solving and critical thinking, required for sustainable business through EE through ethical aspects with the mediating role of CT between EE and digital literacy in business sustainability. Research limitations/implications A meta-synthesis of research on coding and CT across the EE curriculum identifies key features of learning environments, their impact on learning outcomes, pedagogical constraints and underlying learning approaches for sustainable businesses. Social implications This study provides new, dimensional social aspects for better sustainable livelihoods through CT-integrated EE. Originality/value To the best of the authors’ knowledge, no prior research has attempted to synthesize the few current research and initiatives in integrated CT and EE.