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.

This study employs a two-part research design to explore the impact of ChatGPT on programming education for engineering undergraduates. Study 1 involved 56 third-year students who completed a questionnaire examining the frequency and purposes of ChatGPT use in text-based programming. While no statistically significant association was found between ChatGPT usage frequency and final grades, high-achieving students tended to use the tool less frequently, whereas lower-performing students relied on it more for support. Study 2 employed a counterbalanced repeated-measures design with nine first-year students divided into two groups, who developed desktop applications with and without ChatGPT. Project assessments and focus-group interviews were used to examine the effects of ChatGPT on creativity, confidence, effectiveness, and teamwork in visual programming. The results indicate that ChatGPT use was associated with reduced task completion time and increased coding efficiency; however, it was also linked to decreased creativity, greater reliance on ready-made solutions, and diminished code readability and collaborative engagement. These results highlight the need for teaching strategies that balance AI integration in programming education. The study recommends incorporating tasks based on the Reverse Bloom’s Taxonomy and activities that allow students to work with and without ChatGPT to encourage critical reflection and responsible AI use.

This paper summarises the arguments and counterarguments within the scientific discussion on the effects of R&D investment on the essential components of the economic development such as economic growth, competitiveness, labour market and...

This paper presents a case study of research-based learning (RBL) implemented in an undergraduate engineering course through a module titled “State-of-Charge Monitoring of Li-Ion Batteries Using Thermographic Surface-Temperature Measurements”. The experiment involved 10 third-year engineering students and employed a single-group pre- and post-test design and a lecturer interview. The module provided students with an authentic research experience using advanced laboratory equipment. The study examines students’ attitudes, satisfaction, and development of research skills, as well as the lecturer’s perspective on the advantages and challenges of RBL. While the study had a limited timeframe and specific design characteristics, the findings could benefit researchers interested in integrating RBL. Results indicated that students showed initial interest, primarily seeking practical knowledge and skills. By the end of the experiment, they reported that RBL fostered high motivation and strengthened their sense of commitment, responsibility, and initiative. Despite the students’ enthusiasm and the lecturer’s motivation, the results show that preparing and implementing RBL required significant time and effort on the lecturer’s part. The students’ lack of prior knowledge in research activities and the limited time frame posed considerable challenges. Recommendations include implementing RBL over a longer period and involving additional educators to enhance student support.