Matobobo, Courage ORCID: https://orcid.org/0000-0002-7125-5989, Ncube, Prince Daughin Ngqabutho ORCID: https://orcid.org/0000-0002-9262-3779, Ngesimani, Nomputumo Linah ORCID: https://orcid.org/0000-0002-8385-1243, Dzvapatsva, Godwin Pedzisai ORCID: https://orcid.org/0000-0001-5534-2647 and Chinhamo, Edmore ORCID: https://orcid.org/0000-0003-4684-7517 (2025) Enhancing computational thinking and problemsolving in programming education through Generative AI: a scoped review. In: 2025 IEEE Global Engineering Education Conference (EDUCON), 22nd - 25th April 2025, London, United Kingdom. IEEE Xplore . Institute of Electrical and Electronics Engineers (IEEE), Piscataway, New Jersey, pp. 1-9. ISBN 979-8331539498 ISSN 2165-9559 (Print), 2165-9567 (Online) (doi:10.1109/EDUCON62633.2025.11016317)

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Abstract

This study assesses how generative artificial intelligence tools enhance computational thinking and problemsolving skills in the context of programming education. Generative AI (GenAI) has ushered in a new era in programming education, offering immediate, personalised support through tools like ChatGPT and GitHub Copilot. Although generative AI tools have shown promise in enhancing immediate problem-solving abilities, there is a lack of research on their long-term effects on students' computational thinking and professional programming skills development. This study conducted a scoped evaluation of previously published papers using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standard, and the data was analysed using a thematic approach. The findings from the study indicate that integrating GenAI can potentially enhance computational thinking and problem-solving for programming students. On the flipside, our study highlighted some significant ethical challenges associated with using GenAI in academia, particularly regarding issues of originality in student work. Contrary to expectations on how GenAI tools enhance learners' decomposition, abstraction, and algorithm design skills, most of the findings concentrated on students' completion of tasks. From a practical perspective, it is evident that GenAI has changed the learning landscape therefore, there is a need from a policy perspective to start thinking about the transformational roles of educators. Future studies should be carried out over a long period and should start by assessing students' levels of problem-solving at a particular age before the immersive use of GenAI and then check the results after the use of these tools.

Item Type:	Conference Proceedings
Title of Proceedings:	2025 IEEE Global Engineering Education Conference (EDUCON), 22nd - 25th April 2025, London, United Kingdom
Uncontrolled Keywords:	computational thinking, Generative Artificial Intelligence, programming education, problem solving skills, ChatGPT
Subjects:	L Education > L Education (General) Q Science > Q Science (General) Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > Executive Business Centre Greenwich Business School > Political Economy, Governance, Finance and Accountability (PEGFA) Journal of Economic Literature Classification > Political Economy, Governance, Finance and Accountability (PEGFA) Greenwich Business School > Political Economy, Governance, Finance and Accountability (PEGFA) > Centre for Governance, Risk and Accountability (CGRA) Journal of Economic Literature Classification > Political Economy, Governance, Finance and Accountability (PEGFA) > Centre for Governance, Risk and Accountability (CGRA)
Related URLs:	Publisher
Last Modified:	13 Oct 2026 15:47
URI:	https://gala.gre.ac.uk/id/eprint/54626

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