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Computational Thinking (CT) has been described as an essential skill whicheveryone should learn and can therefore include in their skill set. SeymourPapert is credited as concretising Computational Thinking in 1980 but sinceWing popularised the term in 2006 and brought it to the internationalcommunity's attention, more and more research has been conducted on CT ineducation. The aim of this systematic literary review is to give educators andeducation researchers an overview of what work has been carried out in thedomain, as well as potential gaps and opportunities that still exist.  Overall it was found in this review that, although there is a lot of workcurrently being done around the world in many different educational contexts,the work relating to CT is still in its infancy. Along with the need to createan agreed-upon definition of CT lots of countries are still in the process of,or have not yet started, introducing CT into curriculums in all levels ofeducation. It was also found that Computer Science/Computing, which could bethe most obvious place to teach CT, has yet to become a mainstream subject insome countries, although this is improving. Of encouragement to educators isthe wealth of tools and resources being developed to help teach CT as well asmore and more work relating to curriculum development. For those teacherslooking to incorporate CT into their schools or classes then there arebountiful options which include programming, hands-on exercises and more. Theneed for more detailed lesson plans and curriculum structure however, issomething that could be of benefit to teachers.

Computational Thinking in Education: Where does it Fit? A systematic literary review