Editorial: Computational Thinking in Education

Effort is still needed to make computational thinking (CT) a 21st century skill taught widely across multiple subjects. Since using or solving problems with computers is not specific to any single discipline, we can expect that in the near future, there will be further interdisciplinary research to understand the impact of computation across a range of academic fields. Our hope is that as more Special Issues like ours, or books and articles are published, the field will mature and provide data-driven support to curriculum design and assessment efforts.