Designing Transformative Learning Environments: Embedding Computational Thinking into Digital Education

Integrating computational thinking (CT) into school curricula is increasingly recognized as essential for preparing students for the digital age. Austria's introduction of basic digital education (BDE) in 2018 and revised in 2022 highlighted this need. However, teachers without a computer science (CS) background often struggle to teach CT, focusing instead on media and computer literacy, which underemphasizes CT in BDE. To address this issue, we developed design principles for a handbook through three practical learning environments (LEs) using physical computing with single-board computing devices. This approach, grounded in constructionist theory, emphasizes experiential learning to foster intrinsic understanding of CS/CT concepts.
Additionally, an Open Educational Resource (OER) textbook was redesigned to align with the 2022 curriculum and the 5E instructional model, promoting self-directed, inquiry-based learning.
The 2022 curriculum is based on the 'Frankfurt-Dreieck' model, representing three facets of digitization. Our multi-resource approach aims to make CS/CT concepts more accessible to teachers and students, regardless of prior CS knowledge, translating CT for the classroom. Through the implementation of these design principles, educators are systematically guided to gain confidence in teaching CT, ensuring its thorough integration into BDE.
Future research will focus on evaluating and refining these principles on a larger scale to develop a comprehensive handbook. Comparative studies with neighboring European countries are planned to identify best practices and enhance the effectiveness of CT integration in K-8 education. This ongoing work aims to provide robust support for educators and foster a generation of students well-prepared for the demands of the digital age.