Computational thinking is a foundational problem-solving process that encompasses decomposition, pattern recognition, abstraction, and algorithm design. These components enable individuals to approach challenges with critical thinking, creativity, and logical reasoning, forming essential skills in the digital age. Closely linked to computational thinking are cognitive skills, such as attention, memory, and problem-solving, as well as metacognitive skills, which involve the ability to plan, monitor, and evaluate one's own learning strategies effectively.

This study examines educators’ perceptions of the potential for computational thinking activities, both plugged and unplugged, to foster cognitive and metacognitive skill development in students. Conducted within the eTwinning Community of Practice (CoP), the research was framed by the "Educational Robotics with BeeBot" seminar. The BeeBot floor roamer served as an engaging educational tool, integrating computational thinking into playful and interdisciplinary learning scenarios.

The study gathered data through self-report questionnaires, capturing educators’ reflections on how these activities support student learning. Findings highlight the perceived value of incorporating computational thinking into classroom practices to enhance critical and metacognitive processes. Moreover, the study underscored the importance of considering gender dynamics within these activities, emphasizing the potential of computational thinking and educational robotics to create inclusive environments that actively promote gender equality and encourage equitable participation among all students.

Keywords: Computational Thinking, Cognitive Skills, Metacognitive Skills, Educational Robotics, eTwinning Community of Practice (CoP).