DEVELOPMENT OF PROGRAMMING COMPETENCES OF HIGHER EDUCATION STUDENTS USING ARTIFICIAL INTELLIGENCE TOOLS

Abstract

This article examines the potential of artificial intelligence (AI) tools to develop programming competencies among higher education students across various specialties. The study highlights the growing importance of programming skills within digital transformation, specifically for analyzing large data sets and enhancing decision-making processes. The research employs literature analysis, systemic and pedagogical-technological evaluation, and a review of practical AI applications, alongside a TOWS analysis to develop strategies for integrating AI into programming curricula.
The article analyzes key components of programming competencies, including technical skills, analytical abilities, project management, and digital autonomy paired with critical thinking. It explores pedagogical and technological integration, illustrating how AI-based tools can solve specific educational tasks. Practical examples of accessible AI tools for programming exercises and data analysis are presented, and principles for regulating AI use through local regulatory documents are developed. Furthermore, the TOWS analysis identifies strategies to leverage AI strengths and external opportunities while addressing internal weaknesses and mitigating threats, such as ethical concerns and over-reliance on automated solutions.
The results emphasize the need for a systematic, methodologically sound approach that combines technological capabilities with pedagogical guidance. This ensures active student engagement, critical evaluation of AI-generated code, and robust competency development. The study outlines areas for further research, focusing on the long-term impact of AI on digital autonomy in higher education.