Table 2. Results of the identified... | Emerald Publishing

Table 2.

Results of the identified parameters of the comparative analysis

Parameters	Results
Computational thinking (CT) definition and significance	CT is recognized as a fundamental skill for solving problems, designing systems and understanding human behavior, extending beyond programming to be an intellectual framework applicable across disciplines
	The Erasmus+ project “ComeThinkAgain” (CTA) positions CT as a central pillar, aiming to develop a standardized training and certification system (CTA-CETS) for it
	There is an ongoing discussion and lack of consensus on the precise definition and measurable outcomes of CT, posing challenges for its assessment
Integration of CT into education and learning outcomes	A meta-synthesis of international research on coding and CT across the curriculum identified key features of successful learning environments, including distributed expertise and student-driven learning supported by timely instruction
Integration of CT into education and learning outcomes	Many studies reviewed position CT for problem-solving, creative, and critical thinking as key learning outcomes
Synergy between CT, entrepreneurship education (EE), and digital literacy	CT mediates the significant positive relationship between EE and business sustainability, and between digital literacy and business sustainability, as observed among Indonesian homemakers
	CT skills can enhance entrepreneurial problem-solving and innovation, with frameworks proposed for designing technology EE using CT
	Fostering problem-solving skills through sustainable entrepreneurship and CT is important in K-12 education
	Entrepreneurship is considered a valid discipline for developing scientific thinking, comparable to engineering programs in fostering complex thinking
Entrepreneurship education (EE) focus and pedagogical approaches	EE contributes to personal and professional growth by cultivating skills and attitudes beyond mere business creation
	Project-based learning is a key approach in EE for engineers, focusing on technology evaluation and commercialization
	The “ComeThinkAgain” (CTA) project includes EE and innovation skills as a core component for cross-sectoral collaboration
Pedagogical constraints and solutions in CT/EE education	Recurring pedagogical constraints in teaching coding and CT include a lack of teacher and student skills, technology issues, and time constraints
	The CTA project addresses these constraints through a train-the-trainer approach, drawing inspiration from the international certification of digital literacy (ICDL) and utilizing blended learning and MOOCs
	Adequately trained teachers are emphasized as essential for effective EE delivery
Impact of educational interventions on Self-Efficacy	Short-term training has been found to significantly increase student and teacher self-efficacy in CT, programming, and entrepreneurship, with increases potentially sustained over time

Parameters	Results
Computational thinking (CT) definition and significance	CT is recognized as a fundamental skill for solving problems, designing systems and understanding human behavior, extending beyond programming to be an intellectual framework applicable across disciplines
	The Erasmus+ project “ComeThinkAgain” (CTA) positions CT as a central pillar, aiming to develop a standardized training and certification system (CTA-CETS) for it
	There is an ongoing discussion and lack of consensus on the precise definition and measurable outcomes of CT, posing challenges for its assessment
Integration of CT into education and learning outcomes	A meta-synthesis of international research on coding and CT across the curriculum identified key features of successful learning environments, including distributed expertise and student-driven learning supported by timely instruction
Integration of CT into education and learning outcomes	Many studies reviewed position CT for problem-solving, creative, and critical thinking as key learning outcomes
Synergy between CT, entrepreneurship education (EE), and digital literacy	CT mediates the significant positive relationship between EE and business sustainability, and between digital literacy and business sustainability, as observed among Indonesian homemakers
	CT skills can enhance entrepreneurial problem-solving and innovation, with frameworks proposed for designing technology EE using CT
	Fostering problem-solving skills through sustainable entrepreneurship and CT is important in K-12 education
	Entrepreneurship is considered a valid discipline for developing scientific thinking, comparable to engineering programs in fostering complex thinking
Entrepreneurship education (EE) focus and pedagogical approaches	EE contributes to personal and professional growth by cultivating skills and attitudes beyond mere business creation
	Project-based learning is a key approach in EE for engineers, focusing on technology evaluation and commercialization
	The “ComeThinkAgain” (CTA) project includes EE and innovation skills as a core component for cross-sectoral collaboration
Pedagogical constraints and solutions in CT/EE education	Recurring pedagogical constraints in teaching coding and CT include a lack of teacher and student skills, technology issues, and time constraints
	The CTA project addresses these constraints through a train-the-trainer approach, drawing inspiration from the international certification of digital literacy (ICDL) and utilizing blended learning and MOOCs
	Adequately trained teachers are emphasized as essential for effective EE delivery
Impact of educational interventions on Self-Efficacy	Short-term training has been found to significantly increase student and teacher self-efficacy in CT, programming, and entrepreneurship, with increases potentially sustained over time

Source(s): Authors’ own work