Torres Torres, Yucnary-DaitianaRomán González, MarcosPérez González, Juan Carlos2025-02-202025-02-202024-03-13Torres-Torres, Y.-D., Román-González, M., & Pérez-González, J.-C., (2024). Didactic Strategies for the education of computational thinking from a gender perspective: A systematic review. European Journal of Education, e 12640. https://doi.org/10.1111/ejed.126400141-8211; eISSN:1465-3435https://doi.org/10.1111/ejed.12640https://hdl.handle.net/20.500.14468/25939Esta es la versión pre-print del artículo. La versión registrada fue publicada por primera vez en European Journal of Education, e 12640, está disponible en línea en el sitio web del editor: https://doi.org/10.1111/ejed.12640. This is the pre-print version of the article. The registered version was first published in the European Journal of Education, e 12640, is available online at the publisher's website: https://doi.org/10.1111/ejed.12640.Computational Thinking (CT) is crucial for the advancement of the STEM field, where there continues to be a lack of female representation. Teaching and learning (T/L) of CT should incorporate didactic strategies that aim to eliminate gender biases and integrate girls/women into this context. In response to the question, “What didactic strategies have been implemented in the T/L of CT in primary and secondary education?”. A systematic review was conducted following a PRISMA protocol specifically designed for this review. The study analysed Didactic Strategies (DS) and examined whether they incorporated the so-called “minimum actions” (MA) proposed in this article as a strategy to integrate females into CT. The findings revealed a limited number of studies that implemented these actions. In conclusion, there is an urgent need to continue developing DS that incorporate these MA to effectively integrate girls and women into CT, allowing them to play a central role in its advancement and development.eninfo:eu-repo/semantics/embargoedAccess53 Ciencias Económicas::5312 Economía sectorial::5312.04 EducaciónartículoGender gapGirls in STEMComputational Thinkingcomputer science educationprimary schoolelementary education