This literature review intends to investigate how Computational Thinking (CT) is incorporated into STEM education. The analysis encompasses various scholarly articles published from 2018 to 2023 to identify key discoveries and prevailing trends concerning the integration of CT into STEM education. The research underscores exemplary methods, obstacles, the roles of educators, and considerations for the curriculum when integrating CT into STEM education. The results suggest that incorporating CT into STEM education has substantial potential for enhancing students' grasp of STEM concepts, promoting problem-solving abilities, and preparing them for upcoming challenges. The study highlights the efficacy of project-based learning, the utilization of pertinent software and educational tools, collaboration, and paired programming in facilitating the integration of CT into STEM education. The integration of CT into STEM education holds significant promise for enhancing the quality of learning, honing students' skills, and equipping them for a technology-driven future. Nonetheless, the challenges in implementing CT integration must be tackled through collaborative efforts among educators, researchers, and policymakers. When approached correctly, with well-defined teacher roles and integrated curriculum development, CT-supported STEM education can yield substantial benefits for both students and educators. © 2025 American Institute of Physics Inc.. All rights reserved.
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