Computational Thinking (CT) is crucial for the advancement of the STEM field, where there continues to be a lack of female representation. Teaching and learning (T/L) of CT should incorporate didactic strategies that aim to eliminate gender biases and integrate girls/women into this context. In response to the question, “What didactic strategies have been implemented in the T/L of CT in primary and secondary education?”. A systematic review was conducted following a PRISMA protocol specifically designed for this review. The study analysed Didactic Strategies (DS) and examined whether they incorporated the so‐called “minimum actions” (MA) proposed in this article as a strategy to integrate females into CT. The findings revealed a limited number of studies that implemented these actions. In conclusion, there is an urgent need to continue developing DS that incorporate these MA to effectively integrate girls and women into CT, allowing them to play a central role in its advancement and development.

中文翻译：

---

从性别角度进行计算思维教育的教学策略：系统回顾

计算思维（CT）对于 STEM 领域的进步至关重要，而该领域仍然缺乏女性代表。CT 的教学 (T/L) 应纳入旨在消除性别偏见并将女孩/妇女融入这一背景的教学策略。针对“中小学教育 CT 教学中实施了哪些教学策略？”的问题。根据专门为本次审查设计的 PRISMA 协议进行了系统审查。该研究分析了教学策略（DS），并检查它们是否将本文提出的所谓“最低限度行动”（MA）作为将女性融入 CT 的策略。调查结果显示，实施这些行动的研究数量有限。总之，迫切需要继续开发将这些 MA 纳入其中的 DS，以有效地将女孩和妇女纳入 CT，使她们能够在 CT 的进步和发展中发挥核心作用。