I Dear Colleagues, This Special Issue aims to discuss and reflect on the new challenges in computational

thinking, programming, robotics, and other emergent technologies in education. Computational

Thinking, Programming, and Robotics, as well as other emergent technologies such as Artificial
Intelligence, Big Data, and Augmented Reality, are, actually, thematic trends in both education and
educational research. Many studies and relevant technical reports have indicated the need to integrate
these thematics in the school curriculum. This increase is being driven by many factors, including
economic, technological, and social factors. It is urgent to promote the student's technological skills in
order to allow them to build the future workforce, but also to understand the role of technologies in
society, and the school is the right place for that purpose. Accordingly, international organizations have
organized curricular frameworks to integrate computational thinking, programming, and robotics in K-12
settings. Many countries adopted these frameworks and ideas and reorganized the school curriculum, in
order to integrate these issues in new subjects in the curriculum of STEM subjects. Inspired by Papert
constructionism ideas of use computers and robotics as “objects-to-think with,” we believe that during
the learning process of constructing and programming a robot to solve a problem, students apply
computational thinking skills like abstraction, decomposition, logical thinking, pattern recognition, design
algorithms, and debugging. The Special Issue features research papers, reviews of research studies,
technical reports, and conceptual pieces. The scope of the paper submissions is very broad, in order to
cover many aspects of pedagogical approaches for teaching and learning CT, programming, and robotics
with students of different ages and in different settings. Prof. Dr. João Piedade Prof. Dr. Nuno Dorotea
Guest Editors