PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

The integration of Biology with Computational Thinking (CT) skills holds significant potential to enhance educational practices. This study addresses the lack of frameworks that effectively combine these domains at the matriculation level by developing a comprehensive Biology-Computational Thinking framework grounded in Project-Based Learning (PjBL). The Fuzzy Delphi Method (FDM) was employed to systematically collect and analyse expert opinions to reach a consensus. Eleven Computer Science or Biology Education experts actively engaged in CT were selected through purposive sampling. Findings showed strong acceptance of the framework’s elements within the PjBL context, supported by a threshold value ‘d’ not exceeding 0.2, expert consensus above 75%, and fuzzy scores over 0.5. The expert panel agreed on the arrangement of elements for the Biology-Computational Thinking framework (BioCT-PjBL framework). This consensus affirms the framework’s effectiveness, comprehensiveness, and potential to enhance educators’ instructional practices. The study contributes to bridging the gap in CT education within biological sciences by providing a structured and validated model for integrating CT skills into biology curricula. This is especially relevant as most existing frameworks focus on computer science and overlook interdisciplinary applications. The framework addresses current educational needs and supports future curriculum development by offering a clear, expert-validated guide. However, the study highlights the need for further validation in real educational settings. Future research should include longitudinal studies to assess long-term impact, pilot testing in diverse contexts to examine adaptability, and developing supplementary materials and educator training to support effective implementation and improve students’ understanding of computational thinking.