The paper lacks clarity in differentiating computational thinking from other cognitive skills, such as scientific reasoning, which may lead to conflating its unique contributions. The shortened study period due to pandemic constraints raises concerns about the broader generalizability of the findings. Furthermore, while reliance on the Hurt et al. (2023) framework is a notable strength, the paper does not critically assess its adaptability across diverse educational contexts. I would appreciate it if the authors could address these issues through a clarification.
