Gamified Micro:Bit for Computational Thinking and Low-Code Programming in Sustainable Mathematics Education

Computational thinking (CT) is increasingly being integrated into educational curricula alongside mathematical thinking (MT) within science, technology, engineering, and mathematics (STEM) education. Physical computing devices now support low-code programming approaches aligned with Sustainable Development Goal 4 (Quality Education) by helping to create engaging and inclusive learning environments for learners, particularly P–12 students and their teachers. However, the use of such devices for low-code programming remains underexplored and insufficiently evaluated. This study investigates the application of low-code programming using a specific physical computing device, the micro:bit, within a gamified context to foster perceive readiness for CT in sustainable mathematics education for P–12 students, while also considering the perspectives of pre-service teachers (PSTs). PSTs often lack adequate preparation to teach related concepts and to manage the affective dimensions that influence learning. Findings indicate that positive emotions increased and negative emotions decreased, except for frustration and boredom, following the intervention. Additionally, interest in and engagement with the development perceive readiness for CT and MT improved among PSTs within a sustainable (STEA)Mathematics education framework. These results suggest that the proposed approach helps address existing gaps and may be adapted across diverse academic and professional domains, supporting continuous knowledge acquisition under both predictable and uncertain conditions.