Leveraging the use of Artificial Intelligence in teaching of looping structures in programming languages: A case of Gauteng province schools.

Abstract

Abstract The integration of Artificial Intelligence (AI) in education is revolutionizing the teaching and learning process, particularly in programming education. This study explores the use of specific AI tools; ChatGPT, Mind Joy, and GitHub Copilot in teaching looping structures within programming languages in Gauteng Province schools; a province that represents both advanced technological adoption and ongoing educational inequalities. As South Africa’s economic and arguable the centre of educational technology, Gauteng offers a unique context to assess the integration of AI in classrooms, with its mix of well-resourced and under-resourced schools providing critical insights into broader national implementation challenges and opportunities. Gauteng remains the highest province with schools that offer Information Technology (IT) as a subject. AI tools such as ChatGPT, MindJoy, and GitHub Copilot serve different pedagogical functions: ChatGPT facilitates natural language interaction, allowing learners to ask questions and receive instant explanations in conversational form; MindJoy offers structured coding exercises and gamified learning paths tailored to different skill levels; GitHub Copilot provides intelligent code suggestions within development environments, helping learners write syntactically correct and optimized code in real time. Given the complexity of looping structures, many learners struggle to grasp these fundamental programming concepts, leading to high failure rates and disengagement. Through a qualitative research approach, data was collected via semi-structured interviews and classroom observations with Information Technology teachers from four schools. The study examines how teachers engage with AI tools, assesses their effectiveness, and identifies challenges in using AI-driven pedagogies. Findings reveal that while these AI tools enhance learner engagement and provide real-time feedback, their implementation in classrooms remains limited due to factors such as lack of teacher training, inadequate infrastructure, and curriculum constraints. Traditional teaching methods still dominate programming instruction, despite AI’s potential to personalize learning and support conceptual understanding. Teachers who effectively incorporated AI reported improvements in learners’ problem-solving skills and comprehension of looping structures. i However, concerns regarding over-reliance on AI, the accuracy of AI-generated solutions, and the digital divide were also highlighted. The study underscores the need for structured AI integration strategies, professional development for teachers, and policy adjustments to support AI-driven learning environments. By leveraging AI effectively, schools in Gauteng and potentially across South Africa can bridge the gap between traditional and modern teaching approaches, fostering a more interactive and adaptive learning experience in programming education. These insights contribute to the growing discourse on AI adoption in education and inform future strategies for AI-enhanced teaching methodologies. Keywords: Artificial Intelligence, Programming, Looping Structures, AI in Teaching, Digital Learning, Educational Technology, Gauteng Province