Computational thinking is emerging as 21st century key competence, especially for today’s students being the new generation of digital learners. In the context of the second cycle of the ICILS (International Computer and Information Literacy Study), the IEA (International Association for the Evaluation of Educational Achievement) for the first time implements a so-called international option on computational thinking for educational systems participating in ICILS 2018. In this extension of the ICILS-2018-study six European countries (Denmark, Finland, France, Germany, Luxembourg, Portugal) take part. Moreover, two regions in Europe (Moscow and one German federal state) take part in the international option as so-called benchmark participants. The research design of this international option on computational thinking comprises computer-based test modules for Garde 8 students. In addition, the background questionnaires for teachers, students, principals and ICT-coordinators is complemented by relevant questions relating to teaching and learning computational thinking. In so doing, both basic research knowledge is gained as well as governance knowledge to provide educational stake-holders with information to move educational systems into the digital age. In a first step, the presentation brings together existing approaches to computational thinking. In a second step, the conceptualization of computational thinking as a test construct in the context of ICILS 2018 will be presented based on the international study’s framework (Fraillon, Schulz, Friedman & Duckworth, 2018, in press). The understanding and theoretical approach of the study allows to make computational thinking measurable. By this the study aims to develop a competence framework which differentiates between empirically developed competence levels of computational thinking. From this perspective, it is assumed that understanding computational thinking and its competence levels and core elements enable school systems to develop curricula and teachers to integrate computational thinking in their teaching concepts (Labusch & Eickelmann, 2017). Though findings of ICILS 2018 will not be published till end of 2019, the particular view of Germany will be placed on the implementation of the optional module (cf. Eickelmann, 2017) as well as on situating computational thinking against the background of recent and future developments in the European educational systems.

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