Exploring Pre-Service Teachers’ Perceptions of the Educational Value and Benefits of Computational Thinking and Programming

Abstract

Computational Thinking (CT) and programming encompass a range of skills that are essential in everyday life and play a crucial role in addressing social and environmental challenges. They facilitate the analysis and understanding of global issues, the evaluation of viable solutions, and the formulation of strategic decisions that contribute to Education for Sustainable Development and the achievement of the Sustainable Development Goals. The primary objective of this study was to examine pre-service teachers’ perceptions of these areas. A quantitative study was conducted with 134 university students from the Faculty of Education and Tourism at the University of Salamanca. The findings indicate that CT and programming significantly contribute to enhancing digital competence, fostering essential skills for the effective use of technological tools, developing problem-solving strategies, and increasing self-confidence in identifying and refining solutions to complex problems. Regarding gender differences, significant differences were observed, with women scoring higher on average in various aspects. These included the ability to actively seek, compare, and select digital information from diverse sources and contexts, assess the potential risks associated with digital tools—such as security and identity concerns—and demonstrate confidence in accessing the necessary resources and training to integrate CT and programming into education.