HARDWARE, SOFTWARE AND COMPUTATIONAL THINKING AS FOUNDATIONS FOR THE 21ST CENTURY

Abstract

This research analyzes the relevance of teaching hardware, software, and computational thinking as foundational elements for student education in the 21st century. The study follows a qualitative approach, based on a bibliographic review of authors who explore the relationship between technology and education. The findings show that digital literacy, critical formation in computational thinking, and technical-operational knowledge of devices and systems are essential for building a more inclusive and innovative public school system. The study concludes that critically integrating these three elements can strengthen student protagonism, expand intellectual autonomy, and transform pedagogical practices.