Computational thinking is currently highlighted as a set of problem-solving skills of prime significance in the 21st century. The aim of this chapter is to contribute to the development and integration of computational thinking in higher education broadly across disciplines and faculties. We present a framework for higher education computational thinking activities for teaching and learning and analyze some early cases from two recent educational development projects in Denmark. We map the cases according to a) complexity of learning objectives, b) subject area, c) role of the learner, d) prioritized computational thinking aspects as regards our framework. This allows discussing traits in how different disciplines currently employ computational thinking and how future development of such activities could proceed.
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