Because it is a fundamental skill to develop in education, computational thinking (CT) has become a growing field in education. The ability to solve algorithmic problems and reuse solutions from one concept to another is the definition of CT(J.Shute et al. p.142). 

In this study, the goal was to investigate the CT knowledge between countries such as Sweden and South Africa. With both countries adopting different ways of teaching CT to their students. Sweden uses the method of implementing programming through the STEM(science, technology, engineering and mathematics) subjects. While South Africa uses a separate subject called Coding and Robotics to teach their students. Using the Computational thinking test(CTt) and Bebras task as the method of choice to conduct the study on 22 students from Sweden and South Africa. By comparing the results from the students there were conclusions that could be drawn on how the differences in teaching had an impact on their gained CT knowledge. As well as if there were different concepts within the CTt where either country excelled over the other.

The tests were conducted online and for the students from South Africa it was also conducted at home during their holiday break and it was concluded that there were no differences between the two countries since there was not enough evidence to support  a median other than 0 at the ∝ = 0.05 significance level. The results indicate that the difference in how CT is implemented in school made no difference for the results as well as the experience in block based and text based programming.