Transformando la Educación Primaria: El Pensamiento Computacional como Catalizador del Cambio Pedagógico

This study analyzes the implementation of a didactic strategy to develop competencies in computational thinking (CT) in teachers of a Colombian public educational institution. The research, with a quantitative approach and descriptive scope, used a pre-experimental pretest-posttest design with twenty elementary school teachers. Nine activities were implemented focused on the components of CP: decomposition, pattern recognition, abstraction and algorithms. The results evidenced statistically significant improvements in all components (t = -7.34, p < 0.001, Cohen's d = 1.86), with an overall increase of 48.2% in PC competencies. Decomposition showed the greatest gain (86%), followed by algorithms (75%), abstraction (72%) and pattern recognition (63%). Confirmatory factor analysis of the satisfaction survey revealed three dimensions of impact with high reliability (α > 0.85): conceptual understanding, practical applicability, and disposition toward pedagogical innovation. The findings suggest that the strategy is effective in developing PC competencies in elementary school teachers, contributing to the transformation of pedagogical practices and preparing students for the challenges of the 21st century.