Perception of Computational Thinking Education in Africa: Insight From Pre-Service and In-Service Teachers
Friday Joseph Agbo, Ismaila Temitayo Sanusi, Musa Adekunle Ayanwale, Owolabi Paul Adelana, Kehinde Aruleba, Cloneria Nyambali Jatileni · ECNU Review of Education · 2025
Purpose This study examined pre-service and in-service teachers’ perception of computational thinking (CT) education and their intention to integrate it in STEM education in Sub-Saharan Africa. The study used a theoretical approach to delve into an important educational context, as recent literature suggests the potential of developing learners’ problem-solving skills through CT education and the need to integrate CT into the classroom. Design/Approach/Methods The study developed a hypothesis to understand factors influencing teachers’ perception and intention to integrate CT in STEM education in Sub-Saharan Africa. Data from 476 respondents across the region were analyzed using structural equation modelling. Findings The study findings show that teachers’ attitudes, such as interest in CT, career development in CT, and comfort with teaching CT, significantly influence their intention to integrate CT into STEM classrooms. The study also revealed that teachers’ perceived knowledge of CT significantly influences their intention to integrate CT in the classroom. Furthermore, it was found that the in-service teachers are more influenced by their perceived knowledge of CT than their pre-service counterparts. Originality/Value Implications of these findings were presented, and the study contributes to the literature on CT education and teachers’ development for integration of new concepts in STEM classrooms.