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. 1.

中文翻译：

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具有数字能力的计算思维关系

欧盟委员会科学中心一直在将计算思维（CT）推广为21世纪的一项重要技能或能力。但是，“尽管在学童中发展计算思维的兴趣浓厚，并且大量的公共和私人投资于CT计划，但将CT纳入学校课程仍存在许多问题和挑战”。另一方面，数字能力（DC）框架2.0（DigCom）在同一欧盟委员会科学中心门户网站中得到推广。它表明这两个主题有很多共同点。因此，需要研究CT与数字能力之间的关系。本文的目的是分析和讨论DC和CT之间的关系，并帮助教育工作者和教育政策制定者就如何将CT和DC纳入其本地机构做出明智的决定。我们首先定义DC和CT，然后讨论欧洲多个国家中两种现象在教育中的现状。通过分析官方文档，我们尝试找到DC和CT中的潜在共性，并发现它们之间的所有可能联系。方法的各组成部分之间可能的互连如图1所示。