Science, technology, engineering and mathematics (STEM) has become a frequently discussed topic in education in recent years. This study aims to categorize research findings related to Educational Robotics through Integrated STEM Learning towards 21st century skills in 2019-2024. In its review, this study used PRISMA systematic review. Paper searches were conducted on Scopus, ScienceDirect, and DOAJ databases on December 2023-January 2024. A total of 30 articles to review. The review in this study made it possible to categorize the Implementation of Integrated STEM in the form of Educational Robotics towards the development of 21st century skills in two categories. The first category was based on the improvement of students' abilities, the learning and teaching process, and the relationship with 21st century skills. The second category was based on the evaluation of STEM integrated with Educational Robotics to support 21st century skills. The results from the first category had a strong influence in improving students' abilities, the learning and teaching process, and the relationship with 21st century skills. From the second, it was determined that there is a need for the development of methods in learning educational robotics and it is important to support 21st century skills.

Educational Robotics (ER) has gained prominence in the literature on Computational Thinking (CT) because of its modularity, a feature that potentially facilitates the development of abstract thinking through complex robotic parts. The field of robotics encompasses the characteristics of technology, intelligence, embodiment, and interaction, and these characteristics can serve as means of instruction for CT. Essential 21st Century Skills include decomposition, pattern recognition, abstraction, and the use of algorithms; which are fundamental to effective problem-solving skills. Although CT is believed to be the key to developing 21st Century Skills, its role in doing so is significantly underexplored. This paper investigates the influence of CT ability on students’ efficacy in imbibing 21st Century Skills. The study implemented a qualitative case study design, in which students of an Indonesian vocationaleducation school were engaged in ER activities. CT skills and the associated 21st Century Skills were evaluated through several phases of observation and interviews. The findings reveal that CT paves the way for the development of 21st Century Skills. Analysing the development of CT can be a major way in which individuals are empowered to take full advantage of the developments brought about by rapid changes in technology.

The adoption of robotics has been becoming prominent in computational thinking literature. The modularity characteristics of lego robotics, for example, enables learners to construct their understanding of the abstraction of complex robotics parts. Educational organisations that adopt computing would be likely to introduce computational thinking as an integrated part of the regular curriculum. Organisations in the UK and the United States, for example, conceptualise the delivery of computing curricula in connection with the development of computational thinking skills that all students must learn in the 21st century. This paper is a literature review report aggregating publications from outstanding outlets. Focusing on investigating more deeply about the roles of learning computational thinking using robotics-based media, in hopes of finding new findings that can support the advance of 21st-century skills. The results show that computational thinking using robotics-based media can foster interest in the STEM field, which includes some skills like creative thinking, problem-solving, collaborative learning, algorithmic and critical thinking, abstraction, and debugging. The skills are essential for children to develop themselves in the 21st century, taking into account the learning material and the right learning approach.

This study aims to identify the characteristics of implementation and integration strategies of computational thinking (CT) and scientific approaches in programming education, viewed from the lens of educational levels, subject Matter, and research focus. The method employed is a systematic literature review following the PRISMA framework. A total of 225 documents from the SCOPUS database (published between 2020 and 2025) were analyzed, with 15 articles meeting the inclusion criteria. The results reveal that integration is most frequently implemented in higher education, with the use of project-based learning and inquiry-based learning models. The Brennan and Resnick CT framework appears to be that most commonly adopted. However, inconsistencies were found in the mapping of CT aspects, such as abstraction and decomposition, onto the phases of scientific learning. The review concludes that there is a need for the development of a systematic pedagogical framework to coherently integrate CT within scientific approaches. The primary contribution of the study lies in its provision of comprehensive mapping of CT-scientific integration practices in programming education, and the outlining of research gaps and future research directions for designing a coherent and applicable learning model.

Computational Thinking is a skill that must be possessed in STEM learning. The abstraction process is at the core of CT. Abstract thinking is built on ideas and ideas based on experience. From the literature studies that have been read, many have adopted robotics media in education but researchers have not found the use of robotics media in the field of biology at the high school education level. Therefore, a systematic literature review was conducted to find out the latest developments regarding the topics in this literature. Therefore, this study highlights 3 points of the application of robotics in high school education to hone students’ abstract thinking skills. First, STEM can facilitate abstract thinking. Second, the role of robotics in education which is proven to increase student motivation. The third is the implementation of STEM learning in high school education. The search was limited to literature data-based publication outlets such as DOAJ, ERIC, Science Direct, and Google Scholar to maintain credibility. While previous research shows that students’ abstract thinking skills tend to be lower when using conventional learning. So that we need an approach such as STEM which is useful for solving a problem by utilizing symbols and is more effective in exploring concepts.