A Pedagogical Framework for Responsible Use of ChatGPT in Programming Education

Abstract

The rapid adoption of large language models such as ChatGPT in programming education offers immediate advantages—on-demand explanations, code scaffolds, and debugging help—but also raises risks to authentic learning, assessment integrity, and skill development. This study develops and evaluates a pedagogical framework for responsible ChatGPT integration in programming courses. Using a mixed descriptive–experimental design with 40 undergraduate computer science students, two simulation phases were conducted: (1) unrestricted submission where ChatGPT use was possible and (2) instructor-guided submission with supervised ChatGPT interactions and oral defenses. Results show that 26 out of 40 (65%) of initial submissions presented indicators consistent with AI generation, whereas after guided intervention, 36 out of 40 (90%) demonstrated improved comprehension and reflective practice. The proposed framework emphasizes institutional adoption of guided ChatGPT usage policies, including training in prompt design, supervised laboratory use, reflective documentation, contextualized assessment, and ethical AI literacy. The findings highlight that structured guidance can transform ChatGPT from a source of academic concern into a pedagogical ally that enhances student learning outcomes.

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