Abstract
Abstract The integration of digital literacy into educational systems has become a crucial factor in developing computational thinking (CT) skills among students. The review examines a range of methodological frameworks, national policies, and digital tools contributing to CT development. Findings reveal a strong interdependence between digital literacy and computational thinking: students with higher digital competence exhibit up to 30 % better performance in problem-solving, logical reasoning, and algorithmic tasks. Nevertheless, significant challenges remain, including digital inequality, insufficient access to infrastructure, lack of teacher preparedness, and curriculum fragmentation. The paper explores successful international initiatives – such as the Bebras Challenge, CodeWeek, CS Unplugged, and ISTE standards – as scalable models of integration. It also outlines effective strategies such as gamification, project-based learning, and adaptive platforms. Policy recommendations include the adoption of national digital education strategies and professional development for educators. The study concludes that only a systemic, inclusive approach to digital literacy can ensure equitable access to computational thinking education worldwide.