Study to find out the perception that first year students in engineering have about the Computational Thinking skills, and to identify possible factors related to the ability of Abstraction.

Since the end of the 20th century, the digitalization of society, including the educational systems, has been growing exponentially. At the same time, education systems have been evolving towards competency-based assessment. Likewise, at the beginning of this century, the idea of Computational Thinking was resurrected by J.

Skills in computational thinking of engineering students of the first school year.

In this world of the digital era, in which we are living, one of the fundamental competences that students must acquire is the competence in Computational Thinking (CT). Although there is no general consensus on a formal definition, there is a general understanding of it as a set of skills and attitudes necessary for the resolution, with or without a computer, of problems that may arise in any area of life. Measuring and evaluating which of the CT skills students have acquired is fundamental, and for this purpose, previously validated measuring instruments must be used.