Computational thinking and critical thinking in the context of extended reality–based learning environments

The article examines how computational thinking and critical thinking address the cognitive demands of extended reality (XR)–based learning environments. Drawing on educational policies and computer science curricula, the study highlights the limitations of traditional approaches centered on abstract algorithmic reasoning when applied to immersive, interactive, and dynamic contexts. Based on a systematic literature review, the paper discusses cognitive processes such as spatial reasoning, embodied interaction, and real–time decision–making that characterize XR learning experiences. The article proposes an integrative perspective in which computational thinking is complemented by the evaluative and reflective mechanisms of critical thinking. The conclusions emphasize the educational significance of this approach for curriculum design, pedagogy, and teacher training, and outline directions for future research on how cognitive processes are reorganized within immersive educational environments.