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Abstract

This narrative review examines the integration of computational thinking and coding within early science, technology, engineering, and mathematics curricula in the context of the artificial intelligence (AI) era. While the importance of foundational skills—such as decomposition, pattern recognition, and algorithmic thinking—is well-established, effective pedagogical strategies for young learners remain fragmented. This article synthesizes current literature to outline effective instructional strategies, such as hands-on inquiry and game-based learning. It further discusses systemic challenges, including resource equity and teacher training, proposing a holistic framework for inclusive access. The review concludes that early exposure to these competencies is critical not only for future technical proficiency but also for nurturing the creative problem-solving skills required in an AI-driven workforce.

Keywords

computational thinking coding skills STEM early education instructional design

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Computational Thinking,Basic Coding Skills,and STEM Education in the Era of Artificial Intelligence

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