Introduction.

The use of technology in education has revolutionized contemporary conceptions of teaching. Within this context, computational thinking has emerged as a competency that transcends the field of computer science. Its incorporation into STEM education (Science, Technology, Engineering, and Mathematics) has become a fundamental pillar for the development of analytical skills, problem-solving abilities, and other essential skills required in the digital era.

Purpose.

This article conducts a systematic literature review to identify the relationships between computational thinking in STEM education and teaching practices.

Analysis.

Data collection was conducted through documentary analysis using an Analytical Research Summary Matrix (ARSM) as the instrument. The sources consisted of 50 academic publications identified through keyword searches in the databases Google Scholar, Dialnet, Redalyc, SciELO, Scopus, and ScienceDirect, covering the period from 2014 to 2023. The study was based on the interpretive paradigm and an exploratory qualitative approach. Within the field of hermeneutic methods, discourse analysis was selected as the research design.

Results.

The results show that computational thinking has been widely integrated into educational practices, highlighting its importance for teaching critical thinking and problem-solving skills. Trends indicate the adoption of innovative pedagogical strategies that integrate computational thinking into programming and gamification.