Generative AI to Foster Computational Thinking in Initial Teacher Education: A Thematic Literature Review and Model

Computational thinking (CT) has become a cross-curriculum priority in many educational jurisdictions, yet a growing body of research reports uneven integration in initial teacher education (ITE), limited preservice teacher confidence, and persistent misconceptions that equate CT with coding. Concurrently, generative artificial intelligence (GenAI) has rapidly entered university programmes, offering new possibilities for modelling problem-solving, generating multiple representations, and supporting iterative design. However, while constructs such as self-efficacy, cognitive load, and affect are well established in educational psychology, their specific application to the intersection of CT and GenAI in teacher education remains under-theorised: existing research has not systematically examined how these psychological dimensions interact when preservice teachers learn CT through GenAI-mediated tasks. This thematic literature review synthesises 54 sources across three intersecting domains: CT frameworks and their pedagogical implications, CT integration in preservice teacher preparation, and GenAI in teacher education and learning design. Drawing on Bandura’s social cognitive theory, cognitive load theory, and research on technology-related affect, the review foregrounds the affective, cognitive, and cultural dimensions of preservice teachers’ engagement with CT and GenAI. The review proposes the GenAI-Enabled Computational Thinking for Preservice Teachers (GECT-P) model, which integrates CT dimensions with GenAI-supported learning cycles, psychological mediators, and teacher education outcomes. The model positions prompting as an epistemic and pedagogical practice that can make CT visible, supports cycles of decomposition, abstraction, pattern recognition, and algorithmic design, and embeds critical AI literacy, ethics, affective scaffolding, and classroom enactment. Design principles and practical pathways are offered for teacher educators seeking to prepare graduates who can develop CT with and beyond GenAI across diverse curriculum areas.