Abstract
Objectives: This study conducts a case study with 15 K–12 non-STEM teachers enrolled in a digital skills course at Taibah University to explore preconceptions and perceptions about teaching computational thinking in elementary education. Method: The study uses a mixed-methods approach to gather data from the teachers before and after completing a two-semester Digital Skills course, employing surveys and semi-structured interviews. Result: The results suggest that among non-STEM teachers, there is confusion between the concepts of computational thinking and using computers. Most non-STEM teachers feel that the program is not adequate or that they are unprepared to teach computational thinking. Conclusion: If developers want to design professional development programs that bring long-lasting changes in non-STEM teachers’ practices, they must understand the difficulties those teachers may face due to such changes.
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