Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 22-34, 2025

https://doi.org/10.62574/rmpi.v5i2.319

Teaching competences for the development of computational thinking in

students in a borderline context

Competencias docentes para el desarrollo del pensamiento

computacional en estudiantes en un contexto fronterizo

Gerson David Contreras-Mora

gerson.contreras-m@up.ac.pa

Universidad de Panamá, Provincia de Panamá, Panamá

https://orcid.org/0009-0008-1526-0960

ABSTRACT

This article presents a study on the teaching skills needed to promote computational thinking in

border contexts, taking the Cúcuta-Venezuela region as a reference. The research objective is

to reveal the teaching skills for the development of computational thinking in students in a

Colombian-Venezuelan border context. Through a hermeneutic review of 27 scientific articles,

dimensions such as technical, pedagogical, intercultural and decisive, among others, are

identified that articulate the teaching of logical and creative skills with sociocultural reality. The

results demonstrate the importance of inclusion, continuous training and adaptation to the

linguistic and cultural diversity of the students. The use of active methodologies and emerging

technologies as tools for integration and social cohesion is emphasised. In contexts with high

migratory mobility, these teaching skills make it possible to reinforce educational equity.

Descriptors: reasoning; creativity; comparative education (Source: UNESCO Thesaurus).

RESUMEN

Este artículo presenta un estudio sobre las competencias docentes necesarias para fomentar el

pensamiento computacional en contextos fronterizos, tomando como referencia la región

Cúcuta-Venezuela. Se presenta como objetivo de investigación develar las competencias

docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto

fronterizo colombo – venezolano. A través de una revisión hermenéutica de 27 artículos

científicos, se identifican dimensiones como la técnica, la pedagógica, la intercultural y la

resolutiva, entre otras, que articulan la enseñanza de habilidades lógicas y creativas con la

realidad sociocultural. Los resultados evidencian la importancia de la inclusión, la formación

continua y la adaptación a la diversidad lingüística y cultural de los estudiantes. Se resalta el

uso de metodologías activas y tecnologías emergentes como herramientas de integración y

cohesión social. En contextos con alta movilidad migratoria, estas competencias docentes

permiten reforzar la equidad educativa.

Descriptores: razonamiento; creatividad; educación comparada. (Fuente: Tesauro UNESCO).

Received: 07/01/2025. Revised: 01/02/2025. Approved: 7/02/2025. Published: 01/04/2025.

Review articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 22-34, 2025

Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

INTRODUCTION

In recent decades, globalisation and digital transformation have driven profound changes in the

way education and the teaching of 21st century skills are conceived. Among these skills,

computational thinking has emerged as a fundamental competence for students' cognitive,

creative and analytical development. This concept, which goes beyond simply learning

programming, encompasses the ability to decompose problems, identify patterns, abstract

concepts and design algorithms for the resolution of complex situations (Acevedo, Suarez, &

Medina, 2024).

The Cúcuta-Venezuela border context presents particular characteristics that influence the

educational process. This region, marked by migratory mobility, cultural diversity and socio-

economic challenges, requires pedagogical strategies that take into account both the

heterogeneity of the student body and the limitations in infrastructure and technological

resources. The integration of computational thinking in education in this area is seen as a

transformative tool that can contribute to social inclusion, the strengthening of critical

competencies and the improvement of educational quality (Bello & Borrero, 2020; Haddad,

Sánchez, & Cardona, 2020).

In consideration of the above, the research objective is to unveil the teaching competences for

the development of computational thinking in students in a Colombian-Venezuelan border

context.

Definition and relevance of computational thinking

Computational thinking has been defined as a cognitive process that involves formulating

problems and their solutions in a way that makes them computationally representable (Padrón,

Planchart, & Reina, 2021). This skill includes problem decomposition, pattern identification,

abstraction and algorithm development. According to Acevedo, Suarez & Medina (2024),

computational thinking is not limited to programming, but is a transversal competence that

benefits students from different areas, promoting logical reasoning and the ability to solve

complex problems in a structured manner.

In the current context, the relevance of computational thinking has intensified due to the

increasing digitalisation of society, in this order, the ability to understand and use digital

technologies has become an indispensable requirement for insertion in the world of work and in

making informed decisions in everyday life. Likewise, computational thinking fosters creativity

and critical thinking, essential skills to face the challenges of a global and changing environment

(Castañeda, 2023; Jiménez & Albo, 2021).

Teaching competences in the field of computational thinking

The incorporation of computational thinking into the educational curriculum requires teachers

prepared not only in technological content, but also in methodologies that favour active and

collaborative learning; therefore, teaching competences in this area include the handling of

digital tools, the design of activities that integrate logic and problem solving, and the ability to

adapt pedagogical strategies to the needs and realities of students (Collado Sánchez, Pinto

Llorente, & García-Peñalvo, 2023; González-Martínez, Peracaula i Bosch, & Meyerhofer-Parra,

2024).

Therefore, it is imperative that teachers acquire not only technical knowledge, but also

pedagogical skills that enable them to implement innovative teaching strategies adapted to

different contexts. In this sense, the literature review has highlighted the importance of training

in computational thinking as a competence that should be transversal at all educational levels

(Párraga et al., 2024; Guiza & Bennasar, 2021).

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 22-34, 2025

Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

The Cúcuta-Venezuela border context

The Cúcuta - Venezuela border region is characterised by a high cultural diversity and a

dynamic migratory flow, which poses specific challenges for the education system, it should be

taken into account that the Venezuelan migration crisis has had a significant impact on the

educational infrastructure, the availability of resources and teacher training (Haddad, Sánchez,

& Cardona, 2020). In this context, the teaching of computational thinking can function as a

mechanism for integration and social cohesion, providing students with skills that allow them to

adapt as well as thrive in a competitive and changing environment.

It is important to bear in mind that cultural diversity and the presence of migrant students require

teachers to develop intercultural competences and pedagogical strategies that promote

inclusion and respect for diversity. These competences are essential to address the challenges

that arise in a context where heterogeneity of backgrounds, languages and life experiences is

the norm. Manrique, 2021; Pérez, Velásquez, & Silva, 2022).

Computational thinking and its educational application

In this sense, Acevedo, Suarez & Medina (2024) offer a systematic review of the literature in

which computational thinking is highlighted as an essential competence of the 21st century. The

authors indicate that, in order to effectively integrate this skill in the classroom, teachers need to

be trained in active and collaborative methodologies that promote learning based on problem

solving. Similarly, Ángel-Díaz, Segredo, Arnay & León (2020) highlight the use of educational

robotics simulators as tools that enhance computational thinking, allowing students to

experience abstract concepts in a practical way.

On the other hand, studies such as those by Caballero-González & García-Valcárcel (2020) and

Olabe & Parco (2020) show that the implementation of playful and collaborative activities

favours the development of digital and computational competences in students. This research

mentions the importance of contextualising learning, using scenarios that reflect the realities

and challenges of the environment in which students are inserted, which is especially relevant in

border contexts where cultural diversity and socio-economic challenges are marked.

Teaching competences and training in computational thinking

Teacher training and updating are fundamental issues from the point of view of Collado

Sánchez, Pinto Llorente & García-Peñalvo (2023) highlight the need to design training

programmes that integrate both technical aspects and innovative teaching methodologies.

Likewise, González-Martínez, Peracaula i Bosch & Meyerhofer-Parra (2024) analyse the impact

of intensive training in programming, showing significant improvements in teaching skills and in

the implementation of pedagogical strategies focused on computational thinking.

The study by Guiza & Bennasar (2021) provides a critical view of the adoption of these

competences in times of crisis, suggesting that, in scenarios of high vulnerability, it is essential

that educational institutions implement continuous training plans that allow teachers to adapt to

new technological demands and challenges, which is particularly relevant in the border region of

Cúcuta - Venezuela, where socio-economic conditions and migration have forced a rethinking of

traditional educational strategies.

Challenges and opportunities in border contexts

Venezuelan migration has had a profound impact on the education system in Cúcuta,

generating challenges ranging from overcrowded classrooms to the need to adapt curricular

content to an expanded cultural diversity (Bello & Borrero, 2020; Haddad, Sánchez, & Cardona,

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 22-34, 2025

Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

2020). In this context, the development of computational thinking is configured as an opportunity

to transform education, providing students with cognitive tools that allow them to face the

challenges of an increasingly digitalised world.

Studies such as those by Galvis, Montero & Jaimes (2020) and Leal, Manrique & Manrique

(2021) highlight the importance of developing intercultural competences in teachers, so that

they can design didactic strategies that respond to the needs of a diverse student body;

therefore, the integration of digital technologies and the use of active methodologies are

presented as effective strategies to promote meaningful learning, where computational thinking

is articulated with the resolution of real problems and the construction of collaborative

knowledge. On the other hand, it is suggested that the adoption of a learner-centred

pedagogical approach oriented towards the development of digital competences can contribute

to the social integration of migrants by offering them opportunities to improve their skills and

actively participate in learning processes (Párraga et al., 2024; Roig-Vila & Moreno-Isac, 2020).

Pedagogical and technological innovations

The use of digital technologies in the classroom has opened up new possibilities for the

development of computational thinking, and it is important to bear in mind that it has been

shown that the implementation of simulators and practical activities allows students to

understand complex concepts in a playful way, thus favouring autonomous and collaborative

learning (Caballero-González & García-Valcárcel, 2020; Vera, 2021). These innovations not

only enhance logical reasoning, but also stimulate creativity and problem-solving skills, which

are essential competences in the contemporary world. On the other hand, the importance of

integrating programming and other digital tools into the educational curriculum as a means to

develop computational thinking in a transversal way is highlighted. Studies such as those by

León et al. (2020) and Iturbide & Lope (2021) show that performing "unplugged" tasks -

activities that do not require the use of computers - can also be highly effective in introducing

fundamental concepts of computational thinking, with an emphasis on logic and abstraction.

Therefore, combining hands-on activities with the use of emerging technologies has proven to

be a promising strategy for strengthening teaching competencies. This integration allows

educators to design learning environments that are flexible and adaptable to the needs of

students in highly diverse contexts, as is the case of the Cúcuta-Venezuela border (Medina,

Torres, & Zúñiga, 2023).

METHOD

The review article was based on the hermeneutic perspective, understood as an interpretative

method that enables the analysis of discourses, documents and socio-educational realities

(Marañón & González-García, 2021). From this perspective, it is assumed that the study of the

teaching competences needed to develop computational thinking in border contexts requires a

comprehensive understanding of the cultural, technological and pedagogical phenomena that

converge in these regions (Caicedo, 2021).

Specifically, an analytical review of 27 scientific articles was carried out in order to unravel the

dimensions of computational thinking and the associated teaching competences. This process

involved several phases:

1. Selection and delimitation of the corpus: Academic documents, case studies,

refereed journal articles and institutional reports related to the teaching of computational

thinking, teacher training and educational challenges at borders, particularly that of

Cúcuta-Venezuela, were identified and refined.

2. Analysis and interpretation of the texts: From the analytical reading, the central

ideas relating to pedagogical, technical, intercultural and technological competences

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 22-34, 2025

Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

were extracted. Special consideration was given to the complexities of migratory

mobility, cultural diversity and infrastructural constraints, which are typical of a border

environment (Bello & Borrero, 2020; Haddad et al., 2020).

3. Contrasting and integrating findings: Through a process of triangulation, the data

obtained in the review were compared with the empirical reality described by previous

studies and with the guidelines on teacher education and training in challenging

contexts (Leal et al., 2021). This phase allowed the results to be grouped into specific

dimensions and teaching competences, which are shown in Table 1.

4. Hermeneutic reflection: An integrative interpretation was developed that articulates

the results with the pedagogical and social implications that the development of

computational thinking entails in border contexts. This reflection points to the urgency of

assuming inclusive and creative educational approaches that are aligned with

contemporary technological realities (Acevedo et al., 2024).

RESULTS

The analysis of the teaching competences necessary for the development of computational

thinking in border contexts, such as that of Cúcuta-Venezuela, reveals the complexity inherent

to the integration of this skill in educational environments marked by cultural diversity, migratory

mobility and technological limitations, in this sense, competences are proposed from a

documentary context with the intention of promoting a state of the question coherent to the

ontological reality studied, for which purpose, table 1 is presented.

Table 1. Teaching competences for the development of computational thinking in borderline

contexts.

Dimension

Competition

Description

References

Technique

Handling of digital

tools

Ability to use software, platforms and

technological devices to facilitate the teaching of

computational thinking.

Collado Sanchez et al.

(2023); Gonzalez-

Martinez et al. (2024)

Pedagogical

Designing innovative

teaching strategies

Ability to plan activities that integrate active

methodologies, such as problem-based learning,

gamification and the use of educational

simulators.

Acevedo et al. (2024);

Ángel-Díaz et al.

(2020)

Intercultural

Adaptation to cultural

diversity

Competence to implement inclusive pedagogical

strategies that consider the cultural, linguistic and

social particularities of students in border

contexts.

Leal et al. (2021);

Perez et al. (2022)

Resolute

Promoting critical

thinking and problem

solving

Ability to guide students in decomposing complex

problems, identifying patterns and designing

structured solutions using algorithms.

Padrón et al. (2021);

Jiménez & Albo (2021)

Collaborative

Fostering

collaborative learning

Ability to design activities that promote interaction

between students, favouring teamwork and the

joint construction of knowledge.

Olabe & Parco (2020);

Caballero-González &

García-Valcárcel

(2020)

Creative

Stimulating creativity

in the classroom

Ability to integrate activities that foster

imagination and innovation, using tools such as

educational robotics and "unplugged" tasks.

Vera (2021); León et

al. (2020)

Formative

Continuous updating

in computational

thinking

Willingness to participate in education and

training programmes that strengthen both the

technical and methodological skills necessary for

teaching computational thinking.

Gonzalez-Martinez et

al. (2024); Guiza &

Bennasar (2021)

Contextual

Integration of socio-

cultural reality in

pedagogical design

Ability to contextualise the learning of

computational thinking, using examples and

scenarios that reflect the challenges and

opportunities of the border environment.

Galvis et al. (2020);

Bravo-Preciado et al.

(2024)

Inclusive

Promoting equity and

social inclusion

Competence to design strategies to reduce

educational gaps, fostering the active

participation of students in vulnerable situations,

such as migrants or in unfavourable socio-

economic conditions.

Haddad et al. (2020);

Párraga et al. (2024)

Technological

Use of emerging

technologies

Ability to integrate advanced technological tools,

such as simulators, programming platforms and

digital resources, into the teaching-learning

process of computational thinking.

Medina et al. (2023);

Castañeda (2023)

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

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Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

Source: Own elaboration.

Table 1 shows that the technical dimension stands out as a fundamental aspect, as the use of

digital tools is essential for implementing teaching strategies that promote computational

thinking. However, this competence cannot be developed in isolation; it must be accompanied

by solid pedagogical skills that enable teachers to design innovative and contextualised

activities. In this sense, the importance of active methodologies, such as problem-based

learning and gamification, which not only encourage logical reasoning but also stimulate

creativity and collaborative work, is endorsed.

On the other hand, the intercultural dimension acquires particular relevance in border contexts,

where the cultural and linguistic diversity of students poses significant challenges for the

education system, therefore, teachers must be able to adapt their pedagogical strategies to the

socio-cultural realities of their environment, promoting inclusion and respect for diversity, this

competence is especially critical in regions such as Cúcuta, where Venezuelan migration has

profoundly transformed school dynamics, generating the need for educational approaches that

favour social cohesion and equity.

Furthermore, the problem-solving dimension highlights the need for teachers to guide students

in the decomposition of complex problems and the design of structured solutions using

algorithms, a skill that is not only essential for the development of computational thinking, but

also contributes to the strengthening of critical thinking, a transversal competence that is key in

the context of digital transformation and globalisation.

With regard to the training dimension, there is an urgent need to implement continuous training

programmes that allow teachers to keep up to date with technological advances and new

educational demands; in this sense, teacher training must be comprehensive, covering both

technical aspects and the didactic methodologies necessary for teaching computational

thinking. It is also essential that these programmes consider the particularities of border

contexts, where limitations in infrastructure and technological resources can represent a

significant obstacle.

The technological dimension therefore highlights the transformative potential of digital tools in

the classroom. The integration of simulators, programming platforms and hands-on activities

has proven to be an effective strategy to strengthen teaching competences and promote

meaningful learning in students. However, it is important to emphasise that the use of emerging

technologies must be accompanied by a student-centred pedagogical approach that prioritises

real-world problem solving and collaborative knowledge construction.

Hermeneutic reflection on teaching competencies in computational thinking in border

areas.

Training in computational thinking is fundamental for the acquisition of skills related to problem

solving, creativity and logical reasoning (Acevedo, Suarez, & Medina, 2024). In environments

with complex social and cultural conditions, such as the Colombian-Venezuelan border

environment, an interpretative approach that encompasses discourses and socio-educational

realities is required (Marañón & González-García, 2021). This text seeks to connect the

technical, the pedagogical and the cultural in order to identify the teaching competencies

needed to foster computational thinking in communities affected by migratory mobility and

cultural diversity (Bello & Borrero, 2020).

Hermeneutic reflection is based on the interpretation of academic texts and pedagogical

practices. On this basis, training in computational thinking is not limited to the use of computer

platforms or programming languages, but includes the ability to decompose and structure

challenges, formulate strategies and design logical solutions (Padrón, Planchart, & Reina,

2021). Its relevance encompasses different training scenarios and prepares participants for a

world subject to constant mutations and increasingly demanding labour requirements (Jiménez

& Albo, 2021).

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 22-34, 2025

Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

Border areas pose particular dynamics; in the Cúcuta-Venezuela area, the student population

brings together diverse origins, backgrounds and degrees of familiarity with digital technologies

(Haddad, Sánchez, & Cardona, 2020). Teachers face challenges in incorporating

methodologies that promote inclusion and in adapting content to the linguistic and cultural

heterogeneity of the classroom (Leal, Manrique, & Manrique, 2021). The use of techniques

based on participation, collaboration and active learning improves the understanding of

computational thinking and, at the same time, strengthens social interaction.

The literature review highlights the presence of scarce teacher training in relation to advanced

computer skills, combined with infrastructure limitations (Collado Sánchez, Pinto Llorente, &

García-Peñalvo, 2023; Párraga, Morales, Andrade, Ortiz, & Castillo, 2024). Teaching demands

the adaptation of curricula, the adoption of versatile didactic strategies and the use of resources

that are meaningful for each group (Galvis, Montero, & Jaimes, 2020). These elements are

enriched when teachers are immersed in continuous updating processes, both in terms of

methodologies and digital tools (González-Martínez, Peracaula i Bosch, & Meyerhofer-Parra,

2024).

The intercultural dimension takes on great importance in the work of teachers, due to the

coexistence of contrasting customs, languages and life experiences (Pérez, Velásquez, & Silva,

2022). Those who teach need methods that respect these variations and stimulate educational

equity. The creation of environments conducive to cooperation, the promotion of empathy and

the inclusion of local realities in the content nurture social cohesion and allow the educational

community to be strengthened (Bello & Borrero, 2020).

Continuous training enables the adoption of technological tools and the application of teaching

strategies that promote the logic of programming and the principles of computational thinking

(Guiza & Bennasar, 2021). This training integrates the planning of didactic projects, the design

of teamwork dynamics, the approach to simulated robotics activities and the contextualisation of

the contents according to the problems of the region (Acevedo et al., 2024). Active

methodologies, linked to problem-solving projects, prepare the school population to face

changing and complex situations (Olabe & Parco, 2020).

Hermeneutic analysis also invites us to see the importance of creativity, as the construction of

solutions through abstraction and experimentation stimulates the inventiveness of the

participants (Vera, 2021). As for the production of digital projects, the design of home-made

devices and the so-called "unplugged" activities allow to get into computational logic without

relying entirely on expensive equipment (Iturbide & Lope, 2021). These initiatives can become

even more relevant when the technical infrastructure of the school or community is limited, as is

often the case in border areas.

The collaborative dimension complements the creative environment, while cooperative learning

encourages interaction between students with different backgrounds and knowledge, group

actions, focused on the design and execution of prototypes, help participants develop empathy,

leadership, effective communication and flexibility (Caballero-González & García-Valcárcel,

2020). The support of the teacher is crucial to achieve an environment that stimulates

discussion and exploration of different approaches (León, Vega, Fuentes, & Pérez, 2020).

In scenarios with mass displacement and pronounced diversity, curriculum adaptation demands

intercultural adaptations, in this order, teachers need to differentiate content for individuals with

different migration histories, customs and languages, and ensure that the teaching of

computational thinking contributes to their social well-being (Leal et al., 2021). The border

context creates challenges related to lack of resources, frequent changes in enrolment and high

student turnover (Haddad et al., 2020). In such circumstances, the combination of didactic

innovation, technical competence and inclusive strategies offers a possibility for progress

towards equity and educational quality (Bello & Borrero, 2020).

The use of emerging technologies, including simulators and interactive platforms, opens new

ways to address the fundamentals of computational thinking (Medina, Torres, & Zúñiga, 2023).

The use of these tools facilitates the understanding of programming languages and the practical

application of algorithms. According to Castañeda (2023), the growing digitalisation in Latin

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 22-34, 2025

Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

America demands solid skills in the handling of software and the development of logical

solutions, aspects that have an impact on labour market insertion and competitiveness.

At the level of teacher training, it is necessary to reflect on the need to incorporate preparation

programmes that are not limited to the technical component. Teachers require didactic

approaches that are conducive to the participation of children who may lack prior knowledge

and who often face additional barriers (González-Martínez et al., 2024). Strengthening the skills

to design creative teaching sequences, introducing computational logic with everyday examples

and using community problems as a starting point reinforce the meaningful appropriation of this

knowledge.

Learning strategies connected to the social reality of the border environment not only contribute

in terms of motivation, but also encourage interaction with local elements that offer opportunities

to innovate (Galvis et al., 2020). Each territory has its own particularities. Taking advantage of

this diversity in the classroom enriches the educational experience by allowing the creation of

projects that take into account issues related to the community (Bravo-Preciado, López,

Hurtado, & Correa, 2024). Computational thinking is strengthened when it is approached from

multi-sectoral approaches, allowing for the exploration of problems and solutions with practical

impact.

Within this diversity, the inclusive dimension seeks to reduce educational gaps and facilitate

access for all groups to skills that are essential in the digital age (Haddad et al., 2020). Those

arriving at the frontier may be lagging behind in school and have few resources, which

increases integration difficulties. An inclusive approach, coupled with targeted support schemes,

can reverse the risk of exclusion (Párraga et al., 2024). Computational thinking serves as a

bridge to training and employment opportunities, provided that a pedagogical approach is

designed to be sensitive to the challenges of each individual.

The problem-solving dimension drives the development of structured logic and critical thinking

(Padrón et al., 2021), whereby students learn to decompose challenges and detect patterns.

These skills impact not only the understanding of programming, but also everyday decision

making. A teacher who motivates enquiry and guides the learning process activates curiosity

and promotes the search for alternatives to real problems (Jiménez & Albo, 2021). This

approach to content transcends the classroom and can be applied to specific needs that arise in

a context of migration and precariousness.

The pedagogical aspects are linked to technological competence and the ability to innovate

(Acevedo et al., 2024), stimulating creativity and solving practical tasks helps to take on the

difficulties of the frontier with a constructive vision. Examples such as educational robotics and

visual programming inspire enthusiasm, as they allow young people to apply what they have

learned in projects with social purposes: the creation of assistance databases, the design of

apps for migrants or the implementation of alert systems (González-Martínez et al., 2024).

Collaboration also feeds on cultural diversity, bringing together students with different

backgrounds and knowledge contributes to the formation of groups capable of an exchange that

can translate into more robust solutions (Caballero-González & García-Valcárcel, 2020).

Teacher accompaniment operates as a guiding thread to keep the focus on the learning

objective and the social relevance of the projects (León et al., 2020). The joint construction of

programmes, algorithms or prototypes deepens learning and reinforces social cohesion.

The hermeneutic approach indicates the importance of interpreting the characteristics of the

environment, in a border space, teachers and students occupy a scenario where economic and

migratory dynamics generate uncertainty (Roig-Vila & Moreno-Isac, 2020). The implementation

of strategies for the development of computational thinking has the potential to equip the

community with tools to overcome changing situations (Bello & Borrero, 2020). Resilience

increases when intellectual autonomy is promoted and youth are encouraged to face challenges

using logic and project structuring (Leal et al., 2021).

The incorporation of participatory methodologies adds value to the educational process, in this

order, gamification and cooperative project work make learning a more engaging experience

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(2), 22-34, 2025

Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

(Olabe & Parco, 2020). Computer-free activities, known as "unplugged," reinforce the focus on

logic and working together, focusing on understanding sequences of instructions without the

need for expensive components (Iturbide & Lope, 2021). Such initiatives offer possibilities to

overcome budgetary obstacles, as the teacher can reproduce the essence of computational

thinking using elementary resources.

Training in computational thinking should not be seen as an imposition of content, but as a

process that encourages exploration and questioning (Padrón et al., 2021), and points out that

examples can be used to address specific problems in the region, such as health, security or

humanitarian assistance (Galvis et al., 2020), 2020), therefore, the development of projects that

address these aspects achieves a greater sense of collective responsibility and empathy for the

situation of other groups, which fits with the aim of generating inclusive environments (Párraga

et al., 2024).

The hermeneutic concern goes beyond the methodological level and is introduced into the

meaning of educational practice. In this order, the teacher who masters intercultural,

pedagogical, technical and collaborative competences becomes a catalyst for social

transformation (Caicedo, 2021). Computational thinking, understood as a means for logical

reasoning and creativity, becomes a resource that empowers those living at the frontier

(Haddad et al., 2020). With the expansion of this proposal, classrooms could become spaces of

convergence where diversity is recognised and values such as cooperation and mutual respect

are strengthened.

The reflective exercise shows the need for training programmes that connect technical updating

with intercultural sensitivity (Acevedo et al., 2024); this balance depends on the presence of

institutions that encourage teachers to explore approaches related to regional issues (Bravo-

Preciado, López, Hurtado, & Correa, 2024). It also requires educational management committed

to the provision of equipment and access to networks, as well as the implementation of support

strategies for those who start with a digital skills gap (Leal et al., 2021).

The design of tasks applied to the real world tends to inspire greater motivation and

participation, as students observe the relevance of what they learn (Iturbide & Lope, 2021). By

proposing exercises that touch on the reality of the sector, computational thinking becomes an

instrument for the search for alternatives in the face of shared challenges (Roig-Vila & Moreno-

Isac, 2020). Institutions can propose innovation fairs, prototype exhibitions or programming

competitions aimed at solving problems related to migration, community health or local

productivity (Galvis et al., 2020).

In border areas, this set of competences gives rise to the transformation of education, provided

that the migratory phenomenon and cultural diversity are considered as factors with great

formative potential (Bello & Borrero, 2020). The promotion of creativity, logic and solidarity

participation contributes to integration, the classroom ceases to be a place for the simple

transmission of data and becomes a space for co-creation, where digital experience and social

coexistence are woven together (Párraga et al., 2024). The development of computational

thinking favours the formation of subjects with the ability to solve challenges, express ideas

clearly and assume diversity as a source of joint learning.

The teacher is fundamental when designing environments that provide adequate stimuli,

integrate collaborative methodologies and encourage the intelligent use of technology (Vera,

2021, a broad formative approach is advised, encompassing instruction in programming

languages and the exploration of approaches that provoke reflections on the impact of

digitalisation on everyday life. This vision connects with the consolidation of intellectual

autonomy, ethical training and the promotion of cooperative work (Castañeda, 2023).

This text highlights the technical, pedagogical, intercultural, problem-solving, collaborative,

creative, formative, contextual, inclusive and technological dimensions, all of which intertwine

and reinforce each other. Without a minimum of technical knowledge, the logic of programming

cannot be taught; without pedagogical skills, interactive practices cannot be achieved; without

intercultural strategies, certain groups are excluded; without continuous updating, there is no

substantial progress. Each of these dimensions finds an interpretative substrate in the

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Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

hermeneutic view, which conceives the border as an area where identities and aspirations

converge, and where teaching transcends the classroom to become an agent of change

(Marañón & González-García, 2021).

The configuration of teachers prepared to promote computational thinking is not only a technical

process, but also a reflective one; the complex conditions that characterise the frontier require

interpretations that allow for a reading adjusted to the needs of the community (Caicedo, 2021).

The approach to the life experience of the learners makes it possible to design training

itineraries where logic, robotics, recreational activities and community projects are attractive and

transformative (Collado Sánchez et al., 2023).

The teaching of programming and problem solving makes sense when the activity is linked to

the local reality, with an inclusive orientation, taking advantage of linguistic and cultural diversity

to stimulate cooperation and critical thinking. When infrastructure restrictions are taken into

account, the optimisation of resources is sought with creativity, resorting to strategies such as

"unplugged" practices or the reuse of materials (González-Martínez et al., 2024).

Social reality and computational logic come together in projects that link the school and

community spheres, through low-cost simulations or prototypes, appropriate for areas with

difficult access to technology (Medina, Torres, & Zúñiga, 2023). Teachers thus need

management skills, problem-solving skills and, above all, a commitment to equity by overseeing

an inclusive teaching-learning process (Haddad et al., 2020).

Thus, educational transformation begins with teacher preparation, supported by institutions that

facilitate continuous training plans and the acquisition of equipment, the studies reviewed

confirm the importance of approaches based on real application, the generation of shared

initiatives and priority attention to cultural differences (Galvis et al., 2020). This body of

knowledge configures a scenario in which computational thinking transcends the idea of

computing itself and is projected as a pathway for the integral development of the student

population.

Therefore, the hermeneutic perspective suggests that the teaching of computational thinking in

a complex and diverse context benefits from a teacher who recognises socio-cultural

complexity, seeks to improve the quality of life and promotes integral education (Acevedo et al.,

2024). The border zone offers opportunities for the exchange of experiences, innovation and the

joint construction of knowledge. Computational thinking, in this line, is positioned as a tool for

the creation of participatory and collaborative environments oriented towards collective growth

(Bello & Borrero, 2020). In this order, teachers play a decisive role by integrating methodologies

that combine digital skills, intercultural values and reflective processes, goals that encourage

the development of responsible, autonomous and creative citizens.

CONCLUSION

The review developed allows us to demonstrate the relevance of integrating computational

thinking in border contexts such as Cúcuta-Venezuela, recognising its contribution to the

training of students capable of facing increasingly complex social, technological and cultural

challenges. From a hermeneutic point of view, this incorporation goes beyond a simple technical

mastery or digital tools, to enter into the socio-cultural and migratory reality of the border.

Therefore, teachers not only require pedagogical and technological skills, but also the

willingness to adapt to the particularities of the communities, cultural diversity, high school

turnover and infrastructure limitations, factors that require a critical, reflective and inclusive

teaching praxis.

In this scenario, the teaching competences described as technical, pedagogical, intercultural,

problem-solving, collaborative, creative, formative, contextual, inclusive and technological, are

configured as fundamental axes for fostering active learning of computational thinking. These

competences do not operate in isolation, but are intertwined in the search for educational quality

and social equity, enabling students from different backgrounds and experiences, including

those associated with migratory mobility, to develop not only cognitive and logical skills, but also

values of cooperation and respect for diversity. This hermeneutic perspective, which articulates

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

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Competencias docentes para el desarrollo del pensamiento computacional en estudiantes en un contexto fronterizo

Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

the critical understanding of academic discourses with the educational praxis in border

territories, accounts for the need for a teaching staff capable of mobilising, adapting and

transforming didactic strategies according to local challenges, thus promoting the

comprehensive development of the community and strengthening the social fabric.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in research.

ACKNOWLEDGEMENTS

To the teachers and students who struggle every day to improve themselves integrally through

education as a fundamental axis of society.

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Teaching skills for the development of computational thinking in students in a border context

Gerson David Contreras-Mora

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