<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1646-9895</journal-id>
<journal-title><![CDATA[RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação]]></journal-title>
<abbrev-journal-title><![CDATA[RISTI]]></abbrev-journal-title>
<issn>1646-9895</issn>
<publisher>
<publisher-name><![CDATA[AISTI - Associação Ibérica de Sistemas e Tecnologias de Informação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1646-98952025000100039</article-id>
<article-id pub-id-type="doi">10.17013/risti.57.39-54</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto del pensamiento computacional desde una mirada interdisciplinaria en la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of Computational Thinking from an Interdisciplinary Perspective in Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[Horacio Gómez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[María Obdulia González]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aldrete]]></surname>
<given-names><![CDATA[César Eduardo Aceves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[Guadalajara ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<numero>57</numero>
<fpage>39</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1646-98952025000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1646-98952025000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1646-98952025000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio muestra los resultados de una intervención para desarrollar habilidades de pensamiento computacional (PC) en 39 estudiantes universitarios de diversas carreras. Se empleó una metodología cuantitativa descriptiva con un diseño correlacional para fortalecer la cohesión e interdisciplinariedad en la resolución de los problemas. Se midió el nivel de PC a partir de ocho elementos. El instrumento de evaluación partió de una serie de preguntas y ejercicios que los estudiantes resolvieron una vez que se terminó el taller denominado Tecnologías para todos (TPT). Los resultados muestran una correlación positiva entre las carreras, destacando los estudiantes de ciencias de la computación, quienes desarrollaron con mayor facilidad esta habilidad. Se concluye que el PC es una competencia esencial para el aprendizaje interdisciplinar, y se resalta la importancia del aprendizaje cooperativo para lograr aprendizajes significativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study presents the results of an intervention aimed at developing computational thinking (CT) skills in 39 university students from various academic disciplines. A descriptive quantitative methodology with a correlational design was employed to strengthen cohesion and interdisciplinarity in problem-solving. The level of CT was measured based on eight elements. The evaluation instrument consisted of a series of questions and exercises that students completed after finishing the workshop titled Technologies for All (TPT). The results show a positive correlation across disciplines, with computer science students demonstrating the greatest ease in developing this skill. It is concluded that CT is an essential competency for interdisciplinary learning, highlighting the importance of cooperative learning in achieving meaningful learning outcomes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[pensamiento computacional]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje interdisciplinario]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[computational thinking]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinary learning]]></kwd>
<kwd lng="en"><![CDATA[digital skills]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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