The integration of computational thinking into the university curriculum: a study of student perception
DOI:
https://doi.org/10.55560/arete.2025.22.11.15Keywords:
Higher education, transversal skills, computational thinking, student perception, problem solving, quality educationAbstract
The study examined students' perceptions of the subject Computational Thinking, which was integrated into the curriculum of a private university in Caracas, Venezuela, as part of a curricular reform focused on quality education and the development of transversal skills. This research utilized a mixed-methods approach. Through an analytical and descriptive study and employing a questionnaire administered to students, high levels of acceptance were identified, also revealing opportunities for improvement. Qualitative results indicated that students valued the development of soft skills such as teamwork and creativity, alongside the anticipated technical skills. No significant differences were observed in perceptions based on career, gender, or age. This study suggests that incorporating the subject Computational Thinking at the outset of degree programs positively influences the development of essential skills for the 21st century. Measuring student perception of curricular changes is the first step in developing lines of research to study how computational thinking relates to important skills for this century, such as problem solving, creativity and critical thinking.
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