Computational thinking is an extension of an individual’s problem-solving skills and can foster creativity and critical thinking. To promote the cultivation of talent in housing policy ethics education, this article takes a housing policy ethics education course as an example and provides a detailed design of a flipped classroom for moral education, covering aspects such as teaching resource development, teaching preparation, pre-class learning, in-class learning, and formative assessment. It then introduces large-scale networked teaching platforms, specialized teaching resources, and self-directed learning models to propose a design framework for cultivating computational thinking among college students, and elaborates on the specific process design for fostering students’ computational thinking. In the independent samples t-test analysis of the post-test total scores for computational thinking, the α value for the two post-test groups was 0.352 (greater than 0.05), and the P value was 0.005 (less than 0.01). This indicates that there is a significant difference in the post-test scores of computational thinking between the two classes, suggesting that the experimental class’s adoption of the methods outlined in this paper is more effective in cultivating students’ computational thinking than the control class. Practice has proven that, compared to traditional classrooms, flipped classroom teaching can effectively improve teaching quality and is conducive to cultivating students’ computational thinking abilities
