Abstract

Computational Thinking (CT) has emerged as an essential skill for the twenty-first century, comparable to traditional literacies such as reading, writing, and arithmetic, given its pivotal role in fostering analytical reasoning and problem-solving abilities across diverse disciplines. As educational landscapes transform to meet the demands of a digital society, integrating CT into primary and secondary school curricula becomes imperative for preparing students to innovate and adapt in a technology-driven world. However, in regions such as the municipality of Pasto, Colombia, the adoption and integration of CT remain in the early stages, presenting unique challenges and opportunities. This study offers a comprehensive diagnosis of the preliminary perceptions, awareness, and understanding of CT among 407 primary and secondary school teachers in Pasto. Through a mixed-methods approach combining quantitative and qualitative analysis, the research uncovers significant gaps in formal training and resources, while also identifying a strong interest and willingness among educators to embrace CT concepts. The results highlight the urgent need for targeted professional development programs and support structures that are both informed by international best practices and tailored to local educational realities. Additionally, the study elucidates specific areas where CT can be applied within classroom contexts, emphasizing its potential to enhance students’ learning experiences and critical thinking skills. By situating the findings within both local and global educational frameworks, this articles contributes valuable insights for policymakers, educators, and stakeholders seeking to foster more effective and equitable integration of CT in schools.