This study aims to identify the perception of students in initial teacher training on the use of essential tools for developing computational thinking (CT) in their educational practices. CT is considered a critical skill for solving complex problems based on the application of logical systematization. It is increasingly sought after in the workplace to tackle challenges that require innovative and, above all, creative solutions. The methodology involved administering a digital survey to participants with open and closed questions, followed by data collection and response analysis. Through the analysis of responses from 33 undergraduate students, the main tools and approaches that these future teachers deem important for implementing CT in the classroom were identified. According to their perceptions, digital resources are primarily focused on: computers, smartphones, and software. These resources were frequently mentioned as essential for creating problem-based scenarios that allow students to observe and face presented challenges. Among valued technologies, authoring applications like Canva, Padlet, and Genially also stand out, facilitating the development of interactive and playful projects that enhance CT integration. Moreover, participants value tools such as board games and strategy games as accessible and enjoyable methods to teach CT. Memory games, board activities, and problem-solving tasks are also considered effective tools to address CT pillars such as pattern recognition, abstraction, and algorithmic thinking. A notable finding of this study is that unplugged activities are highly valued for their capacity to connect students with abstract concepts, especially in contexts where access to technology is limited. An important aspect, as noted by participants, is to structure activities logically and sequentially, making CT visible in daily pedagogical practices. Based on these findings, it is understood that teachers must cultivate an adaptable and creative mindset to incorporate CT into their teaching and learning processes using available resources. In conclusion, the study reveals that future teachers view both technology and playful games and hands-on activities as essential tools for teaching computational thinking, underscoring the importance of adapting methodologies to available resources in each educational context. The key lies in the teacher’s creativity in planning and structuring activities that promote CT development at various levels of education.

Keywords: Computational thinking, Initial teacher training, resources for teach.