摘要：The European Commission Science Hub has been promoting Computational Thinking
(CT) as an important 21st century skill or competence. However, „despite the high interest in
developing computational thinking among schoolchildren and the large public and private investment
in CT initiatives, there are a number of issues and challenges for the integration of CT in the
school curricula“. On the other hand, the Digital Competence (DC) Framework 2.0 (DigCom) is
promoted in the same European Commission Science Hub portal. It shows that both topics have
many things in common. Thus, there is the need of research on the relationship between CT and
digital competence.
The goal of this paper is to analyse and discuss the relationship between DC and CT, and to
help educators as well as educational policy makers to make informed decisions about how CT and
DC can be included in their local institutions. We begin by defining DC and CT and then discuss
the current state of both phenomena in education in multiple countries in Europe. By analysing
official documents, we try to find the underlying commonness in both DC and CT, and discover
all possible connections between them. Possible interconnections between the component groups
of approaches are presented in Fig.
关键词：computational thinking; digital competence; education;
