Integrating Computational Thinking into Thematic Learning in Primary Teacher Education: A Cross-Disciplinary Approach to Mathematics, Science, and Chemistry for Early Childhood Scientific Literacy

Abstract

This study examines the integration of computational thinking (CT) in early childhood teacher education through a cross-disciplinary STEM approach as a response to the growing demand for digital-age competencies in early learning. The research employs a mixed-methods design with a sequential explanatory approach involving pre-service and in-service early childhood teachers. Data were collected through questionnaires, interviews, classroom observations, and document analysis, and analyzed using descriptive and inferential statistics alongside thematic analysis. The findings reveal that teachers demonstrate high levels of CT self-efficacy and conceptual understanding, particularly in mathematics and science integration. However, challenges persist in implementing CT across disciplines and adapting it to developmentally appropriate practices. Qualitative results indicate that teachers often perceive CT as limited to coding and technology, while systemic barriers such as limited training and rigid curricula further hinder integration. The discussion highlights the need for a comprehensive framework that emphasizes interdisciplinary learning, playful and inquiry-based pedagogy, and sustained professional development. In conclusion, the study underscores that a cross-disciplinary STEM-based CT framework is essential to enhance teachers’ pedagogical competence and support young children’s computational, scientific, and mathematical literacy in a holistic and sustainable manner