A Bibliometric Journey through Computational Thinking in Primary Education: Past, Present, and Future

This study aims to map the knowledge structure and research trends in computational thinking within primary education, emphasizing its growing importance in equipping students with critical 21st-century skills. Utilizing a bibliometric analysis approach, the study systematically examines a comprehensive dataset from the Web of Science, employing co-citation, bibliographic coupling, co-occurrence analyses, and strategic diagramming to identify key themes and influential works. The findings reveal a strong emphasis on foundational concepts such as computational thinking, programming, and primary education, while also highlighting emerging areas like digital competence and teacher professional development. However, the study acknowledges limitations, including the reliance on a single database and the focus on quantitative metrics, which may overlook qualitative nuances. These findings underscore the need for further research into diverse educational contexts and the long-term impacts of computational thinking education. The study's originality lies in its comprehensive approach, offering valuable insights into the current state and future directions of computational thinking research, and highlighting its crucial role in preparing students for a technologically advanced world.