This case study explores the integration of computational
thinking into the mandatory STEM curriculum in Flanders. It investigates
the execution of the 'Social Robot' project in three separate classes
within the Flemish education system, each representing a distinct study
track. These tracks include general education with a strong emphasis on
STEM, vocational education with a STEM focus, and vocational education
without a specific STEM focus. Initial findings reveal variations in
student interest, autonomous motivation, and self-efficacy among these
three classes. In contrast to students in vocational education classes,
those in the general education class display a heightened interest, perceiving
the project as both more challenging and engaging. This case
study provides valuable insights into the intricacies of integrating computational
thinking within STEM education, emphasizing the necessity
for customized computational thinking initiatives, and underlining the
importance of infusing creativity and real-world relevance to enhance
student motivation and learning outcomes.