It is argued that programming should be treated not only as a technical skill but also as a sociological practice that enables students to fully participate in computational inquiry while engaging critically and ethically.
Abstract
As programming becomes increasingly central to sociological research and education, the rise of artificial intelligence (AI) presents both opportunities and challenges for instructors. AI tools such as ChatGPT and GitHub Copilot are transforming how students approach coding, raising important questions about what programming competencies matter most, how they should be taught, and how learning should be assessed. Drawing on emerging research, this conversation article examines the capabilities and limitations of AI tools and considers AI’s impact on student learning and skill development. We outline sociologically grounded learning goals that emphasize both technical fluency and critical judgment. We then offer evidence-informed strategies for incorporating active learning, developing metacognitive skills, and designing assessments suited to an AI-enhanced educational environment. Throughout, we argue that programming should be treated not only as a technical skill but also as a sociological practice that enables students to fully participate in computational inquiry while engaging critically and ethically.
The paper proposes a set of guiding principles derived from the identified tensions, emphasising teacher-mediated interaction, developmental calibration of AI use, transparency, curriculum alignment, privacy protection and equity considerations, which provide a structured basis for integrating AI in ways that support learning processes while mitigating potential risks.
The rapid development of Artificial Intelligence (AI) has transformed education, particularly in classroom learning. AI technologies, including intelligent tutoring systems, generative AI, and adaptive learning platforms, provide new opportunities to enhance learning experiences. However, their integration also raises important pedagogical questions regarding students’ critical thinking, autonomy, and growth mindset. This article examines how AI can function as both an opportunity and a challenge in fostering students’ growth mindset. The study employs a qualitative literature review by analyzing recent research on AI in education, critical thinking, and growth mindset. The findings indicate that AI improves access to information, supports personalized learning, and encourages reflective thinking. However, excessive dependence on AI may reduce deep cognitive engagement without appropriate pedagogical guidance. The discussion focuses on three key dimensions: AI as a learning support tool, a catalyst for critical thinking, and a factor influencing students’ confidence and autonomy. The findings emphasize the essential role of teachers in guiding students to use AI responsibly and reflectively. When effectively integrated into classroom activities, AI can promote inquiry, evaluation, and independent learning rather than replace human thinking. Therefore, AI should not be viewed simply as beneficial or harmful but as a pedagogical challenge requiring thoughtful instructional integration. This study concludes that, when supported by appropriate teaching strategies, AI can contribute positively to the development of growth mindset, critical thinking, and reflective learning, while reinforcing the importance of balancing technological innovation with sound educational practice.
Raden Rara Faiza Iflaal Ulima, Rahmatika Maulida, Yunus Mahben et al.· Journal of Educational Techn...· 0 citations
Different disciplinary differences emerged: students in language-focused disciplines exhibited cautious attitudes regarding AI’s influence on authorship and creativity, whereas those in technical sciences generally regarded AI as a neutral assistant with minimal concern for ethical or cognitive implications.
A. Kereibayeva, Fariza Abdraimova, T. Toktarova et al.· AI@DTESI· 0 citations
Strategies for teaching alongside AI tools and future considerations for computing educators and developers to support students' agency, ethical reasoning, and decision-making are discussed.
S. Lunn, Ashmita Thapaliya, Elodie V. Billionniere et al.· Annual Conference on Innovat...· 0 citations
The paper concludes that ChatGPT should serve as a complementary educational tool rather than a replacement for educators, and proper institutional policies, AI literacy, and ethical guidelines are essential to maximize its educational benefits while minimizing associated risks.
Chethan Tr, D. N., Soumya et al.· International Journal for Re...· 0 citations
A narrative and strategic framework for student engagement that emphasises enjoyment, active participation, and personal development is developed by fostering environments where students experience intrinsic motivation and recognise the value of their own skills development.
John F. Grant· Journal of Scholarship of Te...· 0 citations
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