Abstract
This study investigates differences in computational thinking (CT) skills among university students by gender and age. Using a quantitative crosssectional design, data were collected from 259 pre-service teachers aged 19-22. Results indicated a significant gender difference in CT skills (p = 0.000), with male students outperforming female peers. Although no individual age-related differences were found (p = 0.331), a significant interaction between gender and age was observed (p = 0.002). These findings highlight the need for educational strategies that inclusively foster CT skills development, addressing gender disparities to create a balanced learning environment for all students.