Embedding Computational Thinking in Engineering and Energy Fundamentals: A PBL–Experiential Design Supporting Conceptual Engagement and Skill Development

Introductory electrical engineering courses frequently emphasise procedural calculation rather than conceptual reasoning and systems‐level problem solving. Although computational thinking (CT) has been recognised as relevant for engineering education, its explicit integration within undergraduate engineering practice remains insufficiently explored. This study investigates how CT can be embedded and analysed within an ICT‐supported problem‐based learning (PBL) environment aligned with Kolb's experiential learning cycle in undergraduate electrical engineering education. A design‐based research approach was implemented during a 14‐week intervention in electrotechnics and electrical machines courses. Custom‐developed simulation tools were integrated into lecture and laboratory activities to support collaborative problem solving, parameter exploration and student‐generated engineering problems. Data sources included student‐generated artefacts, reflection reports, simulation‐based activities and structured classroom observations. Analysis employed predefined coding rubrics aligned with five CT dimensions: abstraction, decomposition, algorithmic thinking, automation and generalisation. Inter‐rater agreement exceeded Cohen's κ > 0.80. Student‐generated artefacts increasingly demonstrated explicit circuit decomposition, structured analytical procedures and transfer of reasoning strategies across DC and AC contexts. Simulation tools evolved from being used primarily for answer verification to supporting exploratory modelling and comparative analysis of alternative circuit conditions. Classroom observations indicated increased collaborative reasoning, engagement and autonomous problem formulation during later intervention phases. Descriptive coding frequencies across artefacts and observations provided convergent evidence of increased enactment of CT‐related behaviours over time. The study demonstrates how CT can be operationalised within foundational electrical engineering education through the integration of ICT‐supported simulation environments, PBL activities and experiential learning structures. The work contributes a replicable instructional and analytical framework linking CT dimensions with observable engineering problem‐solving practices and technology‐supported learning activities.