The rapid advancement of digital technologies and artificial intelligence has underscored the critical importance of computational and algorithmic thinking. Interestingly, both concepts have roots in the intellectual heritage of Iranian scholars, with algebra and trigonometry serving as prominent historical examples. Consequently, this study investigates the relationship between trigonometry and computational/algorithmic thinking within the context of general education in Iran. To achieve this objective, a qualitative content analysis of Iranian textbooks was conducted. The framework for identifying computational thinking skills was drawn from the European Commission’s 2022 report. The analysis involved 25 volunteer teachers who participated in five focus group sessions during the academic year 2023–2024 (1402–2025). Furthermore, given the integrative nature of trigonometry as a suitable vehicle for teaching computational and algorithmic thinking, the trigonometry sections of the secondary education curriculum were thoroughly examined. This process aimed to extract both existing and potential capacities of trigonometry to foster these skills in students. Based on the findings, the study concludes that trigonometry, due to its deep connections with Iran’s civilizational heritage, is highly engaging for students. This engagement creates a unique opportunity to enhance computational thinking skills through the subject. Finally, the study highlights the significant overlap between computational and algorithmic thinking, suggesting that they can often be used interchangeably in educational contexts.