The importance of computational thinking for non-technical disciplines has increased in recent years due to the importance of digital technologies in various areas of human activity. However, the curricula of non-technical disciplines still do not offer students sufficient opportunities to develop these skills or to recognise their relevance.

The project therefore aims to identify relevant domain- and profession-specific computational competencies in transdisciplinary expert groups and to anchor these in degree programmes in non-technical disciplines. The teaching of algorithmic thinking, problem analysis, data acquisition and analysis, abstraction and automation will be integrated into domain-specific courses that are already part of the regular curriculum.By linking computational thinking to subject-specific courses and using career-specific applications, its relevance becomes clear and concrete.

To integrate computational literacy into the curricula of non-technical disciplines, we rely on the expertise of engineering students who support lecturers as tutors. By doing so,, we aim to improve the ability of engineering students to explain computational thinking to ‘laypeople’ as a relevant skill for their professional communication and development. At the same time, we want to promote the reflective competence of non-technical students in relation to the impact of digital technologies on other disciplines and professional practices.