Teaching Programming in the Age of AI: Transforming Pedagogy Amidst Code-Generating Technologies

Abstract

This innovative to practice full-paper examines how the rapid evolution of artificial intelligence (AI) tools capable of generating code—exemplified by systems such as ChatGPT and GitHub Copilot—has instigated a pedagogical shift in how programming is taught and learned. As these AI tools become more deeply embedded in professional and academic practices, educators are compelled to reassess traditional pedagogical approaches and realign them with the demands of an AIaugmented future. This paper explores the profound implications of these developments for computer programming education, focusing on the challenges that instructors face and the promising opportunities for curricular innovation. While AI tools provide valuable learning assistance, they risk encouraging superficial understanding if students rely on them excessively. We begin by reviewing major challenges associated with the use of AI tools by students, such as the ease with which students can generate complete code solutions without engaging in the problem-solving process. The birth of code-generating AI also poses significant challenges in maintaining academic rigor and assessment fairness. We also cover a short review of strategies and processes that instructors are employing to combat this issue. Finally, we will present our proposed innovative approach, which includes the integration of AI into programming education by shifting the focus from merely producing code to designing and architecting software systems. This approach encourages students to use AI as a collaborative tool, fostering creativity, strategic thinking, and ethical reasoning. This approach requires greater emphasis on systems thinking and design, which can foster an entrepreneurial mindset.

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