The Divergent Paths of Cognitive Development

In the context of the Fourth Industrial Revolution, computational thinking (CT) is championed as an essential skill for mitigating digital exclusion and fostering adaptive problem-solving abilities. While its cognitive benefits are promoted, the differential impact of disciplinary training on the development of CT and associated dynamic intelligence remains poorly understood. This research employed a five-year longitudinal qualitative case study design. It tracked four students, two in STEM (software engineering, telematics) and two in humanities (law, primary education), from their final year of secondary school (baccalaureate) through their university graduation. Data from semi-structured interviews and reflective journals were analyzed using thematic analysis in ATLAS.ti. The findings confirm that CT is a powerful vehicle for developing dynamic intelligence. However, the pedagogical model—implicit versus explicit—is crucial. The study argues for the intentional integration of metacognitive reflection and explicit strategy instruction within STEM curricula to fully realize CT’s potential as a tool for cognitive empowerment and equitable educational development.