Exploring Students’ and Teachers’ Perceptions about Using ChatGPT in Programming Education

Abstract

This paper aims to study the opinions of teachers and students regarding the opportunities and challenges of using ChatGPT in programming education. The research combines quantitative data from Likert-scale questions with qualitative data from open-ended responses. The findings reveal similarities between students’ and teachers’ views on the advantages of using ChatGPT in programming education and its potential to develop soft skills. A difference appears in assessing the attitudes of both groups toward the disadvantages of integrating ChatGPT in education. Compared to students, teachers express much greater concern about the negative effect of artificial intelligence (AI) on academic integrity and teaching quality. The results showed that both groups positively evaluate ChatGPT as a supplementary tool in education. They believe it should complement traditional teacher-student communication rather than replace it. Based on the research findings, the authors recommend that the integration of ChatGPT into education should be preceded by adopting university AI usage policies and training for the effective use of ChatGPT. Pedagogical guidelines for integrating ChatGPT into programming education are proposed to minimise the effect of students’ overreliance on AI and achieve the learning outcomes defined by Bloom’s Taxonomy.

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