Mapping the Research Landscape of Computational Thinking Skills in Technical Education: A Bibliometric Analysis
DOI:
https://doi.org/10.46328/ijtes.7438Keywords:
Computational Thinking, Technical Education, Vocational Training, Bibliometric AnalysisAbstract
Computational Thinking Skills (CTS) have become a key competency in technical and vocational education as digitalisation, automation, and Industry 4.0 continue to reshape workforce demands. Despite increasing scholarly attention, CTS research within technical education remains fragmented, with limited synthesis of publication trends, intellectual structures, and thematic focus. To address this gap, this study presents a bibliometric analysis of CTS research in technical education published between 2018 and 2025. Data were retrieved exclusively from the Scopus database, yielding 48 peer-reviewed articles after systematic screening. Data cleaning and harmonisation were conducted using OpenRefine and biblioMagika® to ensure consistency in bibliographic records. Bibliometric indicators and network analyses were then applied, with VOSviewer used to visualise co-authorship, citation, and keyword co-occurrence networks. The findings reveal a clear growth trend in CTS-related publications, particularly from 2023 onwards, indicating rising global interest in integrating computational thinking into technical and vocational learning. Thematic mapping highlights dominant research areas, including educational robotics, programming, STEM integration, and problem-solving pedagogies, reflecting the applied nature of CTS in technical education. However, the analysis also identifies key challenges, such as uneven regional research impact, limited standardisation of CTS assessment, and disparities in institutional readiness. Overall, this study provides a systematic overview of the CTS research landscape, offering insights to support curriculum development, professional training, and policy initiatives in technical education.
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