Coding Lessons and the Development of Computational Thinking in Schoolchildren in the Post-Pandemic Educational Landscape: A Review on Research Challenges and Perspectives

Despite the rapid growth of technology and the constant demand for IT specialists, the cognitive processes underlying computational thinking and the brain’s ability to understand code remain poorly understood, especially in younger children. Following the Covid-19 pandemic, many countries have included coding lessons into their curricula. Coding is closely linked to complex cognitive skills in STEM (science, technology, engineering, and mathematics), such as computational and algorithmic thinking. However, confusion persists regarding the relationship between these forms of thinking and other cognitive skills. This review has two objectives: first, to investigate the methodologies used by cognitive scientists in studying the transfer effects of coding lessons on children’s computational thinking skills; and, second, to examine contemporary research related to coding lessons and computational thinking. Our findings indicate that many teachers lack adequate training in coding and digital literacy, resulting in low competence and confidence in teaching these subjects. In addition, the absence of universal teaching platforms and methods complicates the implementation of coding lessons in primary schools. Finally, there is also a general shortage of longitudinal studies (over six months) focusing on the cognitive skills developed through coding lessons. Addressing these issues is essential for improving educational practices in coding and computational thinking.