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Computational thinking (CT) is a key skill, essential both for the development of digital citizenship and for preparing human capital in a technological environment. This study aims to identify the number of hours allocated to subjects related to CT and to analyze the presence of this skill in the subjects offered by four public high school programs and two curricula used by private schools in Panama, as well as their alignment with international standards. A comparative documentary analysis was conducted of the content from the Science, Humanities, Commerce, and Informatics high school programs, along with two private school curricula (the International Baccalaureate and a sequence inspired by the United States’ Common Core), in relation to the UNESCO Digital Literacy Global Framework, the K–12 Computer Science Framework from the United States, and the Curriculum Design of the City of Buenos Aires (CABA). The results show a low number of hours dedicated to computer science instruction in public schools and limited alignment of learning objectives with international references. The Science, Commerce, and Humanities programs include only 10% to 40% of the learning objectives found in the reference curricula, while the Informatics program covers between 35% and 55%. In contrast, private schools reach up to 60% alignment. The study concludes that current curricula need greater emphasis on CT-related skills, such as problem-solving and logical-mathematical thinking, which are fundamental for providing quality and inclusive education in the digital age.
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