Underpinning the teaching of coding with Computational Thinking has proved relevant for diverse learners, particularly given the increasing demand in upskilling for today’s labour market. While literature on computing education is vast, it remains unexplored how existing CT conceptualisations relate to the learning opportunities needed for a meaningful application of coding in non-Computer Scientists’ lives and careers. In order to identify and organise the learning opportunities in the literature about CT, we conducted a configurative literature review of studies published on Web of Science, between 2006 and 2021. Our sample gathers 34 papers and was analysed on NVivo to find key themes. We were able to organise framings of CT and related learning opportunities into three dimensions: functional, collaborative, and critical and creative. These dimensions make visible learning opportunities that range from individual cognitive development to interdisciplinary working with others, and to active participation in a technologically evolving society. By comparing and contrasting frameworks, we identify and explain different perspectives on skills. Furthermore, the three-dimensional model can guide pedagogical design and practice in coding courses.

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