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From empathy to algorithms: how design thinking pedagogy influences primary school students’ computational thinking skills and learning motivation in STEM education

Crossref DOI link: https://doi.org/10.1007/s10639-026-14025-w

Published Online: 2026-05-16

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Zheng, Zhizi https://orcid.org/0000-0002-1592-3663
Kong, Siu Cheung https://orcid.org/0000-0002-8691-3016
Yang, Yuqin https://orcid.org/0000-0001-7125-3716
Liao, Yingfeng

Sun, Daner https://orcid.org/0000-0002-9813-6306
Funding

Funding for this research was provided by:

The Education University of Hong Kong
License Information

Text and Data Mining valid from 2026-05-16

Version of Record valid from 2026-05-16
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Article History

Received: 19 December 2025

Accepted: 27 April 2026

First Online: 16 May 2026

Declarations

:

: This study involving human participants was reviewed and approved by the relevant ethics committee (name blinded for peer review). Written informed consent was obtained from all participants prior to the study.

: The authors have no relevant financial or non-financial interests to disclose.

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