APPROPRIATION OF COMPUTATIONAL THINKING BY PRIMARY SCHOOL TEACHERS UNDER THE IMPACT ON THE DEVELOPMENT OF TRANSVERSAL SKILLS IN THE CLASSROOM

Abstract

Computational thinking (CT) has gained relevance in basic education, not only in STEM areas but also as a cross-curricular tool for the development of cognitive, communicative, and social skills. This essay analyzes the level of CT appropriation by primary school teachers, as well as its application in the classroom and its impact on strengthening transversal skills. Based on a documentary review and analysis of training experiences promoted by the Colombian Ministry of National Education, progress and challenges in the integration of CT into teaching practice are identified. Programs such as the diploma in computational thinking developed with EAFIT and resources such as the "Green Code" guide, which have sought to strengthen teaching capacities in this field, are examined. The findings show that, although there is growing awareness of the importance of CT, gaps persist in its conceptual and methodological appropriation. A continuing education pathway is proposed that articulates CT with the school curriculum, promoting its use as a strategy to enhance skills such as problem-solving, critical thinking, and collaboration. This analysis invites us to rethink teacher training from an integrative perspective, recognizing CT as a cross-cutting axis in educational transformation.