Digital Literacy as a Tool for Developing Computational Thinking in Young Learners: A Literature Review

Sabyrkhanova L. Zhaidakbayeva L. Sözer M.A. Belessova D. Kurmanbayeva Z. Zhidebayeva A.
1 January 2026 Walter de Gruyter GmbH

Open Education Studies
2026 #8 Issue 1

The integration of digital literacy into educational systems has become a crucial factor in developing computational thinking (CT) skills among students. The review examines a range of methodological frameworks, national policies, and digital tools contributing to CT development. Findings reveal a strong interdependence between digital literacy and computational thinking: students with higher digital competence exhibit up to 30 % better performance in problem-solving, logical reasoning, and algorithmic tasks. Nevertheless, significant challenges remain, including digital inequality, insufficient access to infrastructure, lack of teacher preparedness, and curriculum fragmentation. The paper explores successful international initiatives - such as the Bebras Challenge, CodeWeek, CS Unplugged, and ISTE standards - as scalable models of integration. It also outlines effective strategies such as gamification, project-based learning, and adaptive platforms. Policy recommendations include the adoption of national digital education strategies and professional development for educators. The study concludes that only a systemic, inclusive approach to digital literacy can ensure equitable access to computational thinking education worldwide.

computational thinking , digital education , digital literacy , educational technology , ICT in learning , K-12 education

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Zhanibekov University, Shymkent, Kazakhstan
M. Auezov South Kazakhstan University, Shymkent, Kazakhstan
Gazi University, Ankara, Turkey
Peoples Friendship University, Named after Academician A. Kuatbekov, Shymkent, Kazakhstan

Zhanibekov University
M. Auezov South Kazakhstan University
Gazi University
Peoples Friendship University

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