Computational thinking (CT) is a key competency in higher education, enhancing abstraction, pattern identification, and algorithm design to address complex problems related to sustainable development goal 10 (SDG10) on reducing inequities. This study employed a quasi-experimental pre-test and post-test design to assess the impact of a training program on 330 students from ITESM (Mexico) and USAC (Guatemala). Through four sessions, students engaged in activities on abstraction, decomposition, pattern recognition, and algorithm design. Results indicated significant improvements in self-perception and problem-solving, though the impact was moderate due to prior exposure to these concepts. While generalisation is limited by sample and context, findings highlight CT's potential as a vital educational tool. Future research should explore early interventions and inclusive strategies to broaden CT's applicability across diverse educational settings.
