Computational thinking has been promoted in recent years as a skill or competence that is as fundamental as numeracy and literacy. Despite the high interest in developing CT 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. I proposed, designed and managed the exploratory study “An analysis of educational approaches to developing Computational Thinking (CompuThink)”. The aim of the study was to provide a comprehensive overview of recent research findings and grass root and policy initiatives for developing CT as a 21^st century competence among primary/secondary students, as well as major implications for policy and practice. The study was carried out by the Institute for Educational Technology of the Italian National Research Council (ITD-CNR) and the European Schoolnet (EUN). The final report is available here and had more than 7,000 downloads the first year since publication.