Kamalodeen, Vimala Judy2024-01-042024-01-0420232412-558Xhttps://hdl.handle.net/2139/56319Computational thinking has been associated with Computer Science and Mathematics to foster higher order thinking for solving problems. However, the need for problem solving skills that can address the requirements of an ever-increasing digital world has heralded the promotion of computational thinking across all disciplines. The Caribbean, like its global counterparts, have accepted that problem solving is a 21st-century skill that must be taught to this generation of students. This is especially critical today when the main tools of communication, collaboration, teaching, and learning require a computer. This paper discusses computational thinking and argues for its promotion at all school levels. The paper explores the debates around the definition of computational thinking and describes its growth locally and internationally. Two examples are presented to illustrate how teachers in Trinidad and Tobago have taught computational thinking in their classrooms using a strategy of game-based learning. These empirical examples highlight ways that computational thinking can be promoted across different school types to support efforts for a more equitable curriculum that is relevant and meaningful to diverse students. Implications are discussed within the framework of science, technology, engineering, the arts, and mathematics (STEAM) education and recommendations made for future research.en-US21st century skillsCaribbean ResearchComputational ThinkingProblem SolvingArticle