AI-supported Computational Thinking: An In-depth Analysis for Higher Education

Abstract

The adoption of artificial intelligence (AI) technologies in higher education offers exceptional prospects for advancing computational thinking (CT) growth. The utilisation of AI in education is increasingly recognised as a pivotal catalyst for educational innovation. Although substantial literature addresses the incorporation of AI technology in educational environments, little attention has been directed to the essential role of educators and their professional development requirements. This study selected the reviews from five databases— ACM Digital Library, ERIC (Education Resources Information Centre), IEEE Xplore, Scopus, and Web of Science, which cover subjects like AI ethics literature, computer science education, and educational technology, to conduct the literature review from the last ten years to find more recent articles. The findings reveal how computational thinking education can incorporate AI technologies without compromising educational equity, and the main barriers and prospects for AI inclusion in CT curricula at higher education. This review enhances the existing knowledge on the responsible use of AI in academic contexts and provides practical guidance for educators, researchers, and policymakers who want to develop learning environments that are AI-enhanced and are more productive, interesting, and accessible.