Abstract
This article discusses the evolution of computer education curricula in primary and high schools worldwide, highlighting the significance of adapting to the rapid advancements in information technology. It addresses the varying perspectives on the content and timing of computer courses and analyzes literature on pre-university computer curricula across different countries. These differences reflect the unique societal and economic conditions of each country. Taiwan's computer education reform, initiated in 2019 with the 12-Year Curriculum Guidelines, is explained. The reform significantly emphasizes computational thinking, a recent shift in curriculum orientation incorporating problem-solving skills to address real-world issues. The discussion also notes the difficulties in promoting new computer curricula, emphasizing the need to understand these challenges to prevent potential conflicts. Key words: ICT in education, computer science education, computational thinking, computer education reform.
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