Computational Thinking (CT), a key 21st-century skill, is often confined to STEM subjects or Computer Science. However, CT, as a transversal and cross-disciplinary competency, can be organically and creatively embedded across diverse curricular areas. This paper proposes an alternative pedagogical model: the integration of CT within primary school humanities subjects (Language, Literature, Religious Education, History, and Arts). It presents teaching approaches that link classical narratives to logic-based problem-solving and strategic thinking, enhancing student engagement and metacognition. CT is explored not merely as a technical skill, but as a powerful tool for analysis, modeling, and problem-solving.

Responding to the need for a shift from passive knowledge reproduction to active, inquiry-based learning, this work proposes cognitively demanding activities grounded in historical, literary, and religious texts and artistic stimuli. These are transformed into opportunities for students to practice abstraction, analysis, classification, logical association, and algorithmic thinking—while remaining pedagogically accessible for young learners.

The theoretical framework draws on interdisciplinarity, CT as a transversal 21st-century skill, and the imperative to enrich humanities education with tools that foster critical and creative thinking. The article leverages curriculum-based texts, images, and narratives and documents practical examples such as: classification by characteristics (Noah’s Ark), emotional analysis through fiction (The Song of the Whale), decision tree construction (Solomon’s Wise Judgment), modeling alternative narrative pathways (Odysseus in the Cyclops’ Cave), and the use of Scratch Junior for story reconstruction and automation.

CT emerges as a cognitive tool through which students simulate, branch out, evaluate, and design new approaches. Visual tools such as decision trees, classification tables, algorithmic patterns, and flowcharts support this process. Through targeted activities involving abstraction, decomposition, pattern recognition, and algorithmic thinking, theoretical subjects become fertile ground for developing systematic, creative, and critical reasoning. The connection between CT and the interpretation of cultural narratives underscores the transformation of conventional teaching strategies.

The article concludes with recommendations for research and implementation, arguing that CT is not the exclusive domain of STEM, but can serve as a catalyst for holistic, interdisciplinary education centered on the student as an active, reflective learner. It highlights the potential of interdisciplinarity and promotes a broadened educational understanding of CT—not as a technical competence but as a cognitive strategy. It emphasizes interdisciplinary collaboration and teacher training, while calling for the dismantling of stereotypes that reduce Informatics to mere tool usage.

This paper addresses educators and curriculum designers seeking to revitalize the teaching of humanities by offering students opportunities to think, analyze, and create—in ways that are computational, human-centered, and pedagogically meaningful. It ultimately supports the view that CT belongs at the core of how we think and learn, and proposes an educational framework that bridges technical and humanistic learning in primary education.

Keywords: Computational thinking, Education, humanities.