Abstract: Engineering education and computational thinking have gained great attention in the past decade by researchers and practitioners specifically in Science, Technology, Engineering, and Mathematics + Computing (STEM+C) education fields. Many countries around the world have been working on enhancing STEM+C contents (science, technology, engineering, and mathematics) in their school setting so that could empower each individual’s academic and personal STEM+C skills that are essential for the country’s sustainable competitive growth in the long trajectory. As a result, STEM+C education becomes an important key aspect supporting improvements to the national economy in the scope of computing and engineering. However, few examples promote such computing and engineering practices through the online education environment. Consequently, the purpose of this paper is to provide an overview and scholarly contributions of an internationally known virtual STEM+C education concentrated project that has been instructed by K-12 teachers from various countries including, but not limited to Australia, Brazil, China, South Korea, New Zeeland, the United Kingdom, and the United States. This paper also remarks with a conclusion as well as future research and practical recommendation.