Proceedings of the 3rd International Conference on Educational Development and Social Sciences (EDSS 2026)

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Transforming Programming Education: Paradigm Shifts and Curricular Reconstruction in the AI Era

Authors
Xingna Hou1, 2, Jianxin Hu3, Zhiping Zhou2, Shouhong Chen1, *
1Guangxi Key Laboratory of Automatic Detecting Technology and Instruments, School of Electronic Engineering & Automation, Guilin University of Electronic Technology, Guilin, 541004, China
2School of Architecture and Transportation Engineering, Guilin University of Electronic Technology, Guilin, 541004, China
3School of Law, Guilin University of Electronic Technology, Guilin, 541004, China
*Corresponding author. Email: cshgl@guet.edu.cn
Corresponding Author
Shouhong Chen
Available Online 1 May 2026.
DOI
10.2991/978-2-38476-569-0_28How to use a DOI?
Keywords
Generative AI; Programming Curriculum Reconstruction; Human-Machine Collaboration
Abstract

With the widespread application of generative AI technology in the field of programming, college programming courses are facing a core controversy regarding their ‘retention or abolition’ and ‘reconstruction’. The traditional teaching model centered on ‘writing code’ has difficulty meeting the current era’s demand for innovative programming talents. Drawing on constructivist learning theory and Bloom’s Taxonomy of Cognitive Objectives, this paper systematically examines the current state and challenges of university programming education in the AI era. It proposes a curriculum reconstruction plan centered on two cores: ‘basic capabilities’ and ‘AI collaborative capabilities.’ The plan covers three dimensions—curriculum content, teaching models, and evaluation systems—with the goal of offering practical implementation strategies for reforming university programming courses in the AI age. Ultimately, it aims to support universities in shifting their focus from training ‘pure code writers’ to developing ‘human-machine collaborative innovative developers.

Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 3rd International Conference on Educational Development and Social Sciences (EDSS 2026)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 May 2026
ISBN
978-2-38476-569-0
ISSN
2352-5398
DOI
10.2991/978-2-38476-569-0_28How to use a DOI?
Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Xingna Hou
AU  - Jianxin Hu
AU  - Zhiping Zhou
AU  - Shouhong Chen
PY  - 2026
DA  - 2026/05/01
TI  - Transforming Programming Education: Paradigm Shifts and Curricular Reconstruction in the AI Era
BT  - Proceedings of the 3rd International Conference on Educational Development and Social Sciences (EDSS 2026)
PB  - Atlantis Press
SP  - 229
EP  - 235
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-569-0_28
DO  - 10.2991/978-2-38476-569-0_28
ID  - Hou2026
ER  -