REVIEW article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1584040
This article is part of the Research TopicEmerging Technologies and Digital Innovations: Recent Research and Practices in Technology-enhanced Learning EnvironmentsView all 16 articles
Implementation of Personalized Frameworks in Computational Thinking Development: Implications for Teaching in Software Engineering
Provisionally accepted
- 1University of the Americas (UDLA), Granados, Chile
- 2State University of Milagro, Milagro, Guayas, Ecuador
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The development of computational thinking (CT) is crucial in software engineering education, as it enables students to analyze complex problems, design algorithmic solutions, and adapt to an evolving digital landscape. However, traditional teaching methods often fail to accommodate diverse cognitive profiles, limiting students' ability to engage effectively with CT concepts. This study investigates the implementation of personalized frameworks to enhance CT instruction by adapting learning methodologies to students' cognitive characteristics. A Systematic Literature Review (SLR) was conducted, analyzing 3,718 sources from Scopus, IEEE Xplore, and ACM Digital Library databases. After applying rigorous inclusion criteria, 73 empirical studies were selected for in-depth analysis. The review focused on personalized learning strategies, the
Keywords: Computational thinking, personalized learning, Adaptive education, cognitive adaptation, educational technologies
Received: 26 Feb 2025; Accepted: 16 May 2025.
Copyright: © 2025 Vidal-Silva, Guevara-Reyes, Vinueza-Morales and Ruano-Lara. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Cristian Vidal-Silva, University of the Americas (UDLA), Granados, Chile
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