Computational Thinking as a tool for reducing conflict in high school students

Abstract

In the current educational context, effective conflict management is crucial to foster a positive and collaborative learning environment. In this regard, the use of computational thinking as a didactic tool to reduce conflicts among students has emerged as an innovative perspective. The present study titled "Computational Thinking as a Didactic Tool for Reducing Conflict in high school Secondary" focused on the importance of computational thinking for conflict resolution, as well as the main studies in recent years. The methodology employed in this research was through a descriptive qualitative approach, where studies were searched at international, national, and local levels in various academic databases. Through this rigorous methodological approach, the aim was to analyze and deeply understand the impact of computational thinking on reducing conflicts among students. This work generated important insights to enrich educational strategies aimed at promoting a harmonious school environment conducive to learning and the comprehensive development of students through the implementation of computational thinking in academic settings.