Bibliometric Research Paper

Differences in Computational Thinking and Education by Country Name Institutional Affiliation Instructor Course Date Differences in Computational Thinking and Education by Country There has been a growing awareness of the specific distinctions in computational thinking across cultural settings. Different countries are seeking to modify their curriculums to meet the demands of digital transformation (Li et al., 2020). This bibliometric study examines computational thinking and its differences and similarities in education between the countries of the United States (US), China, Korea, England, and Israel.  The five nations' major similarity is the implementation and funding of the STEM (science, technology, engineering, and mathematics). These governments emphasize computational learning from an early age and bridge the gender gap in STEM studies (Bocconi et al., 2022). Several differences are determined by how computational learning is conducted and integrated into the learning curriculum, as discussed below, such as the rote memory only unique to China.   Computational thinking and education have evolved drastically in the US. Indeed, it is a result of the changing educational paradigms and technological advancements. The American educational system includes computational thinking in multiple disciplines. These include algorithmic thinking and data analysis, stressing creativity, solving problems, and cooperation. Projects such as Computer Science for All (CSA) aim to create more diversity and inclusivity in the STEM by making everyone equal in computer and science education (Li et al., 2020). These changes address unequal access to high-quality computer science education for people from different backgrounds and genders. As a result, initiatives such as community-based coding programs and legislative reforms have been implemented, including computational thinking into K–12 learning across America. China emphasizes academic achievement and technological innovation. In that light, it is reflected in the national curriculum that intensely applies computational thinking and education. The challenging and productive mathematics education system in China is based on rote memorization, problem-solving strategies, and the concept of foundations. These methods ensure that once the learners understand a computational process, they can memorize and utilize it well in the future. The growing demand for robotics and coding courses in schools show that computational thinking has been integrated into the primary and secondary education. The nation stresses that children should be introduced to mathematics, technology, and innovation from an early age to develop their skills and abilities.  In addition, China is the...