Bridging pedagogy and computational thinking: a teacher-oriented framework grounded in primary classroom teachers’ experiences

This qualitative study explores primary classroom teachers’ understandings, instructional practices, and perspectives related to computational thinking (CT). Data were collected through in-depth interviews with 37 teachers. Findings indicate that teachers engage with CT primarily to enhance instructional quality and professional competence; however, their conceptual understanding of CT remains limited and is largely developed through self-directed learning. Instructional practices predominantly involve block-based coding tools, unplugged activities, and STEAM-integrated approaches, while systematic assessment of students’ CT skills is uncommon. Based on these findings, the study proposes a Teacher-Oriented Conceptual Framework for CT consisting of five interrelated dimensions: engagement, knowledge, practice, professional development, and perspective. By conceptualizing CT as a multidisciplinary pedagogical practice, the framework offers implications for designing sustainable professional development in primary education.