In recent years, both at European and international levels, reflection on key digital competencies for citizens' personal, academic, and professional development has intensified. In this context, computational thinking is presented as a transversal competence linked to problem-solving, logic, creativity, and the development of critical thinking.

This research is based on the conceptual analysis of computational thinking and programming from the European framework, focusing on how these competencies are integrated into current educational policies. Specifically, it presents the experience developed over five years in 1,099 schools in a computational thinking training project for students aged between 12 and 16.

Through the analysis of this sample, we identify the factors that have favoured the deployment of the project and the structural, organisational and cultural barriers that have limited its scalability. Issues related to teacher training in technology, curricular integration, equity in access to digital resources and the social perception of computational thinking as a key formative element are particularly highlighted.

As a result of this analysis, the need to develop scientific models to understand, assess and evaluate computational thinking in terms of learning and educational impact is highlighted. This line will favour the consolidation of sustainable strategies that guarantee universal and equitable access to these competencies, in line with the demands of an evolving labour market and increasingly digital citizenship.

Keywords: Computational thinking, Digital education, Competences, Assessment, Evaluation.