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Teaching introductory programming in top universities: a global study of languages, paradigms, assessment, and AI

2026Artigo científico Acesso aberto
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datacite.subject.fosEngenharia e Tecnologia::Engenharia Eletrotécnica, Eletrónica e Informática
datacite.subject.fosEngenharia e Tecnologia::Outras Engenharias e Tecnologias
datacite.subject.sdg04:Educação de Qualidade
datacite.subject.sdg08:Trabalho Digno e Crescimento Económico
datacite.subject.sdg09:Indústria, Inovação e Infraestruturas
dc.contributor.authorGomes, João Pedro
dc.contributor.authorMonteiro, Redney
dc.contributor.authorMoreira, André
dc.contributor.authorMendonça, Vítor
dc.contributor.authorPinho, Anabela
dc.contributor.authorCunha, Carlos R.
dc.date.accessioned2026-02-19T14:05:44Z
dc.date.available2026-02-19T14:05:44Z
dc.date.issued2026
dc.description.abstractThis study examines the first two introductory computer science courses (CS1 and CS2) at the world's top universities, focusing on the choice of programming languages and paradigms, assessment types and weights, and policies regarding student use of AI tools. Data were compiled from 150 programming courses across 83 institutions ranked in the Shanghai 2023 Global Ranking of Academic Subjects for Computer Science & Engineering. The analysis reveals that the prevailing languages are Python in CS1 (32.5 %) and Java in CS2 (56.7 %). Typical transitions from CS1 to CS2 involve moving from Python or C to Java. There are some regional preferences: Asian institutions favor lower-level languages like C and C++, whereas European universities explore functional programming languages like Haskell. Regarding programming paradigms, CS1 emphasizes imperative approaches, sometimes introducing object-oriented concepts later in the course, while CS2 consolidates objectoriented programming. However, some CS1 courses adopt a functional paradigm. Course assessments are typically divided into several categories, with a preference for exams and various types of continuous assessments. However, there is also significant use of projects, quizzes, and labs. Examinations usually have the highest weight in the final grade. Course-level policies on students' use of generative AI tools reveal very different approaches, from complete prohibition to active encouragement. These findings offer valuable insights into how leading universities approach programming education in a multidimensional view that includes languages, paradigms, assessments, and AI tools policies.eng
dc.description.sponsorshipThis work was supported by FCT - Fundação para a Ciência e Tecnologia, I.P. by projects: CeDRI, UID/05757/2025 (DOI: 10.54499/UID/05757/2025) and UID/PRR/05757/2025 (DOI: 10.54499/UID/PRR/05757/2025); SusTEC, LA/P/0007/2020 (DOI: 10.54499/LA/ P/0007/2020).
dc.identifier.citationGomes, Joao Pedro; Monteiro, Redney; Moreira, Andre Silva; Mendonça, Vitor; Pinho, Anabela; Cunha, Carlos R. (2026). Teaching introductory programming in top universities: A global study of languages, paradigms, assessment, and AI. Journal of Computer Languages. DOI: 10.1016/ISSN 2590-1184. 86, p. 1-12
dc.identifier.doi10.1016/j.cola.2025.101384
dc.identifier.issn2590-1184
dc.identifier.urihttp://hdl.handle.net/10198/35806
dc.language.isoeng
dc.peerreviewedyes
dc.publisherElsevier BV
dc.relationAssociate Laboratory for Sustainability and Tecnology in Mountain Regions
dc.relation.ispartofJournal of Computer Languages
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectProgramming languages
dc.subjectProgramming paradigms
dc.subjectAssessment
dc.subjectAI
dc.subjectComputer science
dc.subjectHigher education
dc.subjectCurriculum design
dc.titleTeaching introductory programming in top universities: a global study of languages, paradigms, assessment, and AIpor
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleAssociate Laboratory for Sustainability and Tecnology in Mountain Regions
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/LA%2FP%2F0007%2F2020/PT
oaire.citation.titleJournal of Computer Languages
oaire.citation.volume86
oaire.fundingStream6817 - DCRRNI ID
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameGomes
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person.familyNameMendonça
person.familyNamePinho
person.familyNameCunha
person.givenNameJoão Pedro
person.givenNameRedney
person.givenNameAndré
person.givenNameVítor
person.givenNameAnabela
person.givenNameCarlos R.
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person.identifier.ciencia-id4A1D-E1E3-3F27
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person.identifier.ciencia-id591A-BFEF-2CD2
person.identifier.ciencia-id6E11-AA56-F563
person.identifier.ciencia-id2316-5664-FF6F
person.identifier.orcid0000-0001-9308-0027
person.identifier.orcid0009-0004-3972-2390
person.identifier.orcid0000-0002-6253-6615
person.identifier.orcid0000-0001-7020-8235
person.identifier.orcid0000-0002-4667-0320
person.identifier.orcid0000-0003-3085-1562
person.identifier.ridH-2678-2014
person.identifier.scopus-author-id36550587200
person.identifier.scopus-author-id55979903500
person.identifier.scopus-author-id57202512811
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
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