Computational thinking, initially conceived as a technical tool within the realm of computer sciences, has evolved into an interdisciplinary concept encompassing essential skills for problem-solving across diverse contexts.
This article examines the need to establish a consensus definition of computational thinking, recognizing its potential to enhance cognitive processes and foster analytical skills from early stages of education.
The research, following a descriptive and documentary design, highlights how computational thinking has emerged as a central competency in modern education. Beyond programming, this type of thinking is associated with skills such as abstraction, logical reasoning, and the ability to break down complex problems into manageable parts.
Since the 1960s, Seymour Papert laid the groundwork for this concept by linking development procedures and logical representation with programming instruction. Today, its implementation in education focuses on nurturing intellectual abilities transferable to multiple disciplines.
Finally, the article reflects on the educational and societal implications of computational thinking. As a key tool in 21st-century digital literacy, its teaching extends beyond the technological domain, becoming a cross-disciplinary axis that fosters creativity and critical thinking.
The integration of this approach into curricula addresses the demands of an interconnected society, where the ability to analyze and solve complex problems is essential for academic and professional success.
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How to cite: Polanco Padrón, N., Ferrer Planchart, S., & Fernández Reina, M. (2021). Approach to a definition of computational thinking. RIED-Revista Iberoamericana de Educación a Distancia, 24(1), 55–76. https://doi.org/10.5944/ried.24.1.27419
