Bibliometric analysis shows a 8.66% growth in vocational education documents, suggesting a need for cohesive computational thinking integration.
Abstract This study employs a bibliometric approach and content analysis on 1,695 Scopus documents spanning 2015–2025. VOS Viewer, OpenRefine, and R-Studio software (Bibliometrix/Biblioshiny package) were used to explore the potential integration of Computational Thinking (CT) and Teaching Factory (TF) within Asian Technical and Vocational Education and Training (TVET). The quantitative analysis confirms the urgency of the topic, as evidenced by an 8.66% growth rate and the high centrality of computational thinking (TLS 187) and vocational education (TLS 188). Nevertheless, bibliographic oupling reveals a crucial empirical gap: the Teaching Factory model is not yet cohesively represented alongside the computational thinking cluster in the literature. The study’s main contribution is the formulation of a three-pillar conceptual model to guide this integration, comprising the contextual pillar (establishing the teaching factory as an essential andragogical environment), the methodological pillar (advocating for problem-oriented learning/robotics), and the technological pillar (augmented reality/AIoT). Theoretically, this model positions computational thinking as the intellectual foundation of the teaching factory. The practical implications urge academics to pivot toward experimental studies to test and develop this specific model, thereby ensuring that TVET graduates are prepared for digital disruption.
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Handito et al. (2025) studied this question.
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