Developing Critical Thinking Practices Interwoven with Generative AI Usage in an Introductory Programming Course
Abstract
Software development has evolved significantly. In the past, developers were required to have comprehensive understanding of programming languages, algorithms, and computer architecture. However, with the emergence of the Internet, software libraries, frameworks, and forums became widely available, which utilize reusable software components that can reduce development time and costs. The advent of Generative Artificial Intelligence (AI) tools, such as ChatGPT, GitHub Copilot, and Amazon CodeWhisperer, has further enhanced the developer's toolkit, as these tools can be used for a wide variety of tasks such as code generation, documentation, commenting and reviewing. As programming is often slow and requires trial and error, novice programmers can be tempted to apply the first solution found on the Internet or proposed by an AI tool without much critical reflection or notion of responsibility. Hence, the advances of AI have raised both excitement and concerns among Information Technology (IT)/Computer Science (CS) students and educators. Yet, AI tools are here to stay, and students must learn to use them responsibly. The aim of this paper is to investigate how to design learning activities that introduce Generative AI tools (GitHub Copilot and ChatGPT) for programming while promoting critical thinking practices among students in an introductory programming course in the first semester. Students' opinions and customs were surveyed before and after the AI-based programming assignment. The results indicate that students' awareness of the possibilities and limitations of AI, as well as practices of critical thinking in programming increased. This is encouraging as critical thinking is an integral part of best programming practices.
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Recent studies have identified the potential of GenAI tools to activate CT through cognitive scaffolding and metacognitive prompting.
“Recent studies have identified the potential of GenAI tools to activate CT through cognitive scaffolding and metacognitive prompting [11,13,14].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [13]
When students are not explicitly encouraged to reflect on their own reasoning or compare their answers with AI-generated suggestions, they are less likely to revise their thinking or explore alternate solutions.
“Studies have shown that when students are not explicitly encouraged to reflect on their own reasoning or compare their answers with AI-generated suggestions, they are less likely to revise their thinking or explore alternate solutions [13].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [13]
AI tools supplied exemplar feedback, evaluation criteria, alternative solutions, brainstorming prompts, or code suggestions that students were required to analyze, critique, or revise.
“In these interventions, AI tools supplied exemplar feedback, evaluation criteria, alternative solutions, brainstorming prompts, or code suggestions that students were required to analyze, critique, or revise [13,50,71,93].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [13]
Performance tasks, such as AI-augmented debates, problem-based projects, and peer review of AI-generated work, proved particularly effective for promoting evaluation and explanation skills.
“Performance tasks, such as AI-augmented debates, problem-based projects, and peer review of AI-generated work, proved particularly effective for promoting evaluation and explanation skills [13,75].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [13]
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- Authors
- Styve, A., Virkki, O. T., & Naeem, U.
- Affiliations
- Norwegian University of Science and Technology (NO)
- Haaga-Helia University of Applied Sciences (FI)
- Queen Mary University of London (GB)
- Venue
- 2024 IEEE Global Engineering Education Conference (EDUCON)
- Publisher
- IEEE
- Published
- 2024-05-08
- Pages
- 01-08
- OpenAlex
- W4400411008
- Cited by
- 32
- References
- 38
- Citations by year
- 2026: 12 · 2025: 16 · 2024: 4
- FWCI
- 14.04
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- IEEE Global Engineering Education Conference (EDUCON) (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- critical thinking, introductory programming, GitHub Copilot, ChatGPT, AI-assisted programming, student attitudes toward AI, responsible AI use, programming exercises, novice programmers
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