Being part of a digital societies requires a “digital mindset”. But what exactly is a digital mindset? There are many answers that have not really been systematized. A related area where systematization already started is Computational Thinking (CT): a branch of pedagogy that catalogued the capabilities necessary to live in a more and more “algorithmic” world. CT is defined as a general problem-solving competence based on abstraction, algorithmic-thinking, problem-decomposition, pattern-recognition, and evaluation. Researchers promote CT as a 21st century skills important for everyone. Aim of our article is to reveal the relevance of CT also for disciplines other than education. We conducted a computational and qualitative literature review using quantitative bibliometric-citation analysis. From the analysis, we derive an integrative framework to identify how other disciplines such as IS, management, organizational research, and sociology could profit from teaching, and applying CT, as a competence in the digital transformation of their discipline.