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This study presents a systematic review of scientific literature on the impact of Information and Communication Technologies (ICT) and Artificial Intelligence (AI) on the development of computational thinking in elementary and middle school students. From an initial sample of 120 articles, 10 relevant studies were selected using the PRISMA protocol and inclusion/exclusion criteria, prioritizing empirical research published between 2015 and 2025. The qualitative analysis was complemented with elements of Grounded Theory, allowing for an emerging interpretation of the findings. The results show that tools such as Scratch, Blockly, and intelligent tutoring systems contribute significantly to the development of skills such as decomposition, pattern recognition, abstraction, and algorithmic design. The Scopus and IEEE databases contain the largest proportion of studies, highlighting multidisciplinary and technological approaches. It concludes that the effective integration of ICT and AI requires rigorous curriculum planning, specialized teacher training, and an inclusive approach that considers the sociocultural realities of students, provides an analytical framework for future research and guides the design of educational policies that promote computational thinking as a cross-cutting competency in the digital age.
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