Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer‐reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces.

中文翻译：

---

高等教育中的计算思维：文献综述

计算思维越来越受到科学、技术、工程和数学 (STEM) 教育研究界的关注。来自国家机构的呼吁希望增加 STEM 教育的计算量。本综述通过回顾最近调查高等教育教学和学习环境中的计算思维的实证研究，确定了未来研究的关键领域。使用系统的过程，本综述确定了四个不同的数据库，用于使用关键字的同行评审研究文章。结果根据纳入和排除标准进行评估。对研究的方法类型、目标人群、计算思维的作用、所使用的教学设计以及研究的重要发现进行了分析。这一过程产生了最终的 13 项研究。结果表明，高等教育中的计算思维研究正在增长，但仍有进行更多研究的机会。这项研究的结果强调了在高等教育空间中对计算思维进行更具体定义和实施的必要性。