Development and validation of the computational thinking pedagogical module (McodE) for secondary STEM teachers using the fuzzy delphi method

Abstract The integration of computational thinking (CT) into secondary STEM education remains challenging because many teachers lack structured pedagogical guidance for embedding CT practices into classroom instruction. Although previous studies have explored CT interventions and programming activities, limited research has focused on developing and validating pedagogical modules that systematically support teachers in integrating CT into STEM teaching. Therefore, this study aimed to develop and validate the Computational Thinking Pedagogical Module (McodE) for secondary STEM teachers. The study adopted the module drafting phase of the Sidek Module Development Model and employed the Fuzzy Delphi Method (FDM) to establish expert consensus on the proposed module components. Fifteen experts with expertise in STEM education, computational thinking, educational technology, curriculum development, pedagogy, and Magnetcode programming participated in the validation process. The proposed module was developed from a comprehensive literature review and comprised six pedagogical constructs: module objectives, instructional content, pedagogical strategies, teacher activities, technology integration through the Magnetcode application, and learning spaces. The expert evaluation was conducted using a seven-point linguistic scale, with responses analyzed through Triangular Fuzzy Numbers, threshold values, expert consensus, and defuzzification. The findings indicated that all six constructs and 46 proposed module items satisfied the FDM acceptance criteria (threshold value ≤ 0.20, expert consensus ≥ 75%, and defuzzification value ≥ 0.50), demonstrating a high level of agreement regarding their relevance and appropriateness. The validated McodE provides a systematic pedagogical framework to support secondary STEM teachers in integrating CT into STEM teaching. The findings contribute to the development of teacher-focused instructional modules and provide a validated foundation for future implementation and empirical evaluation in secondary STEM classrooms.