This paper examines the use of robotics to develop computational thinking among K–12 students in the Philippines, highlighting both classroom integration and robotics competitions as key strategies. With the increasing demand for digital literacy and problem-solving skills in the 21st century, computational thinking has emerged as a core competency in global education frameworks. The Robotek Curriculum was developed in response to this need, offering a student-centered, problem-based learning approach that promotes Critical Thinking, Creativity, Communication, and Collaboration. Central to the program are seven targeted Robotics Competencies: Systematic Designer, Strategic Navigator, Innovative Assembler, Knowledge Integrator, Computational Thinker, Data Analyzer, and Reliable Teamer. These competencies guide holistic student development while emphasizing the role of robotics in fostering computational thinking. Additionally, robotics competitions such as ROBOQUEST serve as dynamic platforms that extend learning beyond the classroom, enhancing student motivation, teamwork, and real-world application of STEM concepts. The paper presents evidence of increased student engagement, skill acquisition, and digital fluency among learners. We also demonstrate improved collaboration, creativity, and persistence in learners. This is achieved through case studies, classroom implementation, and competition participation. We conclude with recommendations for scaling robotics integration in basic education through curriculum alignment, teacher training, public-private partnerships, and inclusive access to robotics programs across the Philippine school system.

Keywords: Computational Thinking, Robotics Education, K–12 Curriculum, 21st-Century Skills, Robotek Curriculum, Problem-Based Learning, Robotics Competitions.