EDUCATIONAL PERSPECTIVES OF COMPUTATIONAL THINKING IN THE INTEGRATION OF THE COLOMBIAN EDUCATIONAL CURRICULUM

Abstract

The purpose of this article is to analyze the possibilities, challenges and perspectives of computational thinking in the integration of the Colombian educational curriculum. To carry this out, recent research on its impact on basic and secondary education was reviewed, as well as national and international regulatory frameworks that support its incorporation. From this analysis, it is evident that although computational thinking is contemplated in the curriculum and policies of the Ministry of Education, its implementation has been fragmented and reduced only to the instrumental teaching of computer science, where its transversal potential in areas such as mathematics, science and civic competences is not taken advantage of. These findings allow us to recognize that computational thinking offers important possibilities to strengthen logical reasoning, problem solving and creativity, contributing to the formation of critical citizens in the digital age. However, challenges persist related to teacher training, the availability of resources and the lack of pedagogical strategies that allow its effective application in the classroom. Therefore, recent research shows that when active methodologies and educational platforms are used, significant improvements are generated in student motivation and performance, which confirms its educational value. This allows us to conclude that there is a need to rethink the way in which computational thinking is addressed in Colombia, moving from a declarative approach to a real and meaningful integration into school practice.