ABSTRACT

Purpose. Computational Thinking (CT) is increasingly recognized as a key 21st-century skill that contributes to the development of problem-solving, creativity, and logical reasoning abilities across various disciplines. This raises the question: How is CT being promoted, and what pedagogical approaches and trends are being used in its implementation? Methodology. Within this framework, the present study analyzes the literature through a semi-systematic review that incorporates elements of the PRISMA model in the search, selection, and analysis of studies from different academic databases. This allows us to understand how CT is addressed in the educational field. Results. The findings reveal the presence of several approaches, with block-based programming and educational robotics being the most recurrent, as well as gamification, virtual environments and blended learning, and offline CT, the latter becoming a viable alternative in contexts with limited technological resources. Furthermore, a trend toward the integration of approaches is identified, suggesting that the development of the CT is moving toward a multimodal model that articulates digital innovation with pedagogical foundations. Implications for research and practice. Finally, the study highlights the importance of designing context-sensitive strategies that address educational equity, teacher training, and curricular coherence in the implementation of the CT at all academic levels.