Strengthening Computational Thinking in Colombian Rural Education Through Project-Based Learning

Teaching in rural environments represents a significant challenge for teachers since, due to the digital divide, they must face limited access to the Internet and Information and Communication Technologies (ICT). In this adverse context arises the need to identify factors—problems that the subject of Technology and Informatics must address. Being an important part of the eighth grade curriculum and despite the lack of computers or electronic devices at INETRAM, an approach was adopted to transform the mentality and actions of students, cultivating essential skills for today. The implemented solution followed a qualitative-quantitative methodology in three stages: (1) identification of the educational need in the classroom, (2) design, creation, and implementation of the classroom project innovation, and (3) analysis of the results. The application of the ABP pedagogical strategy proved to be effective in addressing the problem identified in the subject focused on the low performance of students to identify problems and present innovative solutions, providing a methodological framework conducive to strengthen computational thinking and thoroughly understand key concepts in problem-solving and the technological field, serving as a tool for the development of solutions.