Mastering one or more programming languages has historically been the gateway to implementing ideas on a computer. Today, that gateway is widening with advances in large language models (LLMs) and artificial intelligence (AI)-powered coding assistants. What matters is no longer just fluency in traditional programming languages but the ability to think computationally by translating problems into forms that can be solved with computing tools. The capabilities enabled by these AI-augmented tools are rapidly leading to the commoditization of computational thinking, such that anyone who can articulate a problem in natural language can potentially harness computing power via AI. This shift is poised to radically influence how we teach computer science and data science in the United States and around the world. Educators and industry leaders are grappling with how to adapt: What should students learn when the hottest new programming language is English? How do we prepare a generation of computational thinkers who need not code every algorithm manually, but must still think critically, design solutions, and verify AI-augmented results? This paper explores these questions, examining the impact of natural language programming on software development, the emerging distinction between programmers and prompt-crafting problem solvers, the reforms needed in computer science and data science curricula, and the importance of maintaining our fundamental computational science principles in an AI-augmented future. Along the way, we compare approaches and share best practices for embracing this new paradigm in computing education.

Computational Thinking (CT) is a foundational problem-solving skill, and gamified programming environments are a widely adopted approach to cultivating it. While large language models (LLMs) provide on-demand programming support, current applications rarely foster CT development. We present MazeMate, an LLM-powered chatbot embedded in a 3D Maze programming game, designed to deliver adaptive, context-sensitive scaffolds aligned with CT processes in maze solving and maze design. We report on the first classroom implementation with 247 undergraduates. Students rated MazeMate as moderately helpful, with higher perceived usefulness for maze solving than for maze design. Thematic analysis confirmed support for CT processes such as decomposition, abstraction, and algorithmic thinking, while also revealing limitations in supporting maze design, including mismatched suggestions and fabricated algorithmic solutions. These findings demonstrate the potential of LLM-based scaffolding to support CT and underscore directions for design refinement to enhance MazeMate usability in authentic classrooms.

Developing competency in artificial intelligence is becoming increasingly crucial for computer science (CS) students at all levels of the CS curriculum. However, most previous research focuses on advanced CS courses, as traditional introductory courses provide limited opportunities to develop AI skills and knowledge. This paper introduces an introductory CS course where students learn computational thinking through computer vision, a sub-field of AI, as an application context. The course aims to achieve computational thinking outcomes alongside critical thinking outcomes that expose students to AI approaches and their societal implications. Through experiential activities such as individual projects and reading discussions, our course seeks to balance technical learning and critical thinking goals. Our evaluation, based on pre-and post-course surveys, shows an improved sense of belonging, self-efficacy, and AI ethics awareness among students. The results suggest that an AI-focused context can enhance participation and employability, student-selected projects support self-efficacy, and ethically grounded AI instruction can be effective for interdisciplinary audiences. Students' discussions on reading assignments demonstrated deep engagement with the complex challenges in today's AI landscape. Finally, we share insights on scaling such courses for larger cohorts and improving the learning experience for introductory CS students.

The topics of Artificial intelligence (AI) and especially Machine Learning (ML) are increasingly making their way into educational curricula. To facilitate the access for students, a variety of platforms, visual tools, and digital games are already being used to introduce ML concepts and strengthen the understanding of how AI works. We take a look at didactic principles that are employed for teaching computer science, define criteria, and, based on those, evaluate a selection of prominent existing platforms, tools, and games. Additionally, we criticize the approach of portraying ML mostly as a black-box and the resulting missing focus on creating an understanding of data, algorithms, and models that come with it. To tackle this issue, we present a concept that covers intermodal transfer, computational and explanatory thinking, ICE-T, as an extension of known didactic principles. With our multi-faceted concept, we believe that planners of learning units, creators of learning platforms and educators can improve on teaching ML.

The rapid advancement of artificial intelligence (AI) has brought significant challenges to the education and workforce skills required to take advantage of AI for human-AI collaboration in the workplace. As AI continues to reshape industries and job markets, the need to define how AI literacy can be considered in lifelong learning has become increasingly critical (Cetindamar et al., 2022; Laupichler et al., 2022; Romero et al., 2023). Like any new technology, AI is the subject of both hopes and fears, and what it entails today presents major challenges (Cugurullo \& Acheampong, 2023; Villani et al., 2018). It also raises profound questions about our own humanity. Will the machine surpass the intelligence of the humans who designed it? What will be the relationship between so-called AI and our human intelligences? How could human-AI collaboration be regulated in a way that serves the Sustainable Development Goals (SDGs)? This paper provides a review of the challenges of lifelong learning in the era of AI from a computational thinking, critical thinking, and creative competencies perspective, highlighting the implications for management and leadership in organizations.

Computational thinking, and by extension, computer programming, is notoriously challenging to learn. Conversational agents and generative artificial intelligence (genAI) have the potential to facilitate this learning process by offering personalized guidance, interactive learning experiences, and code generation. However, current genAI-based chatbots focus on professional developers and may not adequately consider educational needs. Involving educators in conceiving educational tools is critical for ensuring usefulness and usability. We enlisted \numParticipants{} instructors to engage in design fiction sessions in which we elicited abilities such a conversational agent supported by genAI should display. Participants envisioned a conversational agent that guides students stepwise through exercises, tuning its method of guidance with an awareness of the educational background, skills and deficits, and learning preferences. The insights obtained in this paper can guide future implementations of tutoring conversational agents oriented toward teaching computational thinking and computer programming.

Description Problem Solving Using Computational Thinking is a training course on computer thinking and the process of solving physical problems with software solutions and programming, published by Corsara Training Academy. One of the misconceptions about computers and computer systems is that they are thought of. Computers can not think like humans, but it is possible to set some commands for the computer and then teach the computer how to do these commands. The process of determining the command for the computer and specifying the steps to execute it is called programming. Before starting the programming and coding process, programmers must be familiar with exactly the commands and goals of their software and then express them in the form of comprehensible commands for the computer.

Recent years have seen the integration of computer science, mathematicsa and statistics, together with real-world domain knowledge, into a new research and applications field: data science.4 Just as data science integrates knowledge and skills from computer science, statistics, and a real-world application domain, data thinking, we propose, integrates computational thinking, statistical thinking, and domain thinking. Computational thinking was first introduced by Papert13 and, a quarter of a century later, was illuminated and elaborated on by Wing.15 As it turns out, exploring the novelty of data thinking uncovers new facets of computational thinking. In this Viewpoint, we first present our interpretation of the concept of data thinking and then, based on insights gained from the discussion about data thinking, we propose a timely need has emerged to introduce data thinking into computer science education along with computational thinking, in the context of various real-world domains using real-life data.

In education and computer science, computational thinking (CT) is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute.[1] That is, it is a transformation of human problems into computer language, as so we can have solutions, using computer power. Essentially, we want to transfer a cognitive burden to machines, widely called "robots" or just "bots" for short. CT involves automation of processes, but also using computing to explore, analyze, and understand processes (natural and artificial).[2][3][4] Decision making may be the upcoming one.

Computational thinking, a K–12 education movement begun in 2006, has defined a curriculum to teach basic computing in pre-college schools. It has been dramatically more successful than prior computer literacy or fluency movements at convincing K–12 school teachers and boards to adopt a computer curriculum. Learning problem-solving with algorithms is seen widely as valuable for students. Hundreds of CT initiatives have blossomed around the world. By 2010, the movement settled on a definition of CT that can be paraphrased as "Designing computations that get computers to do jobs for us."