Global Trends in Computational Thinking in Curricula: A Comparative Review

Abstract

Computational Thinking (CT) has emerged as an interdisciplinary cognitive skill, garnering the interest of educators and policymakers worldwide. Through a documentary analysis involving 27 countries, a series of similarities and differences have been observed in the understanding of CT as an essential curricular project in the face of current educational challenges. Indeed, research articles, official reports, and methodological guides were consulted to conduct a conceptual cartographic analysis, which identified significant trends regarding the inclusion of CT in primary and secondary education between 2016 and 2024. Meanwhile, the authors are utilizing this conceptual mapping of CT as part of an ongoing research project aimed at developing a curricular proposal in Colombia.