A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning

Project-Based Learning (PBL) and Computational Thinking (CT), a teaching strategy and a problem-solving method, respectively, have been widely used in teaching and learning because of their educational advantages for students and teachers. However, studies of their integration into the teaching and learning process have been scarce, resulting in a lack of guidance for educators to implement such an approach that apply constructivism learning theory. This study aims to systematically review and identify appropriate frameworks, models, techniques and tools that could guide the successful implementation of PBL-CT. This study examined relevant articles published from 2017 to 2021 to highlight the gaps in the PBL-CT execution and map their backgrounds into a coherent taxonomy that could help guide the directions of future studies. As revealed, none of such articles explicitly explain any suitable PBL-CT frameworks or models. The study identified several common elements for the PBL-CT framework formulation, indicating scaffolding and inquiry are the most commonly applied techniques, with visual tools dominating the PBL-CT implementation. Most articles involved computing, followed by STEM, with a few originating from non-STEM fields. Several important implications could help educators develop an effective PBL-CT course design and provide some guidelines for future research. An effective PBL-CT integration enhances teaching and learning besides improving students' computational thinking skills. Thinking skills are critical 21st-century skills needed for students' success.