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Communications of the Association for Information Systems

Author ORCID Identifier

Ning Yang: 0000-0003-2018-6693

Teagen Nabity-Grover: 0000-0001-8909-7141

Anne Herfurth: 0009-0006-3296-0577

Abstract

The rise of generative artificial intelligence (GenAI) has made it easier for anyone to generate code, raising questions about the value and curricular focus of programming education. This study examines how programming educators adopt and perceive GenAI across different educational contexts. We conducted an exploratory study using an online survey of 73 programming educators; the survey comprised primarily open-ended questions and included a measure for GenAI attitude. We found four evaluation dimensions shaping educators’ interpretations of GenAI in programming education: foundational learning concerns, integrity and assessment challenges, instructional efficiency, and institutional and organizational pressures. While educators recognize GenAI’s potential to improve feedback, accessibility, and instructional responsiveness, they also express concern about overreliance, reduced problem-solving engagement, and erosion of foundational programming competencies. The prioritization of these tensions differs based on institutional context and instructional goals. The quantitative analyses demonstrate that more positive attitudes toward GenAI and stronger perceived importance of artificial intelligence competencies are associated with greater instructional adoption. This study provides one of the first cross-institutional empirical examinations of GenAI integration in programming education. We demonstrate how shared tensions surrounding GenAI are differentially prioritized across institutional contexts and outline implications for the evolution of programming instruction.

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