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Open research questions in Teaching and Learning Programming

623 unresolved questions extracted from the limitations and future-work sections of 4,058 Teaching and Learning Programming papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The lack of intuitive mechanisms to reveal internal execution behaviors within the answer interface. The need for adaptive pedagogical feedback to support high school students learning Python.

    A Novice-Friendly Answer Interface with Code Behavior Visualization and AI Assistant for a Python Programming Learning Assistant System · 2026 · DOI

  • Few studies offer a fine-grained cognitive account of how mathematics learning unfolds as students engage with different kinds of programming feedback. There is a need to examine the supporting and constraining roles of immediate visual feedback in students’ mathematics learning.

    From Output to Understanding: How Programming Outputs Mediate Mathematics Learning via Perturbation · 2026 · DOI

  • One challenge is identifying the mathematical concepts involved in programming and understanding the expertise necessary for computational and mathematical thinking. Another challenge is that pre-service teachers often rely on multiplication strategies without a deep understanding of the underlying variables in proportional reasoning problems. The paper also highlights the challenge of integrating programming instruction into mathematics teaching due to teachers' limited technical skills in programming.

    Proportional Relations When Programming Using Scratch: The Case of Pre-Service Elementary School Teachers · 2026 · DOI

  • the study had a limited number of participants (41 pre-service elementary school teachers), - the study only examined changes in level of abstract thinking among pre-service elementary school teachers, - the study did not examine the long-term effects of the programming task sequence on participants' abstract thinking

    Proportional Relations When Programming Using Scratch: The Case of Pre-Service Elementary School Teachers · 2026 · DOI

  • Further research is needed to explore the relationship between CT and mathematical PS, - Future studies could investigate the effectiveness of unplugged tasks in different educational settings, - Research could also focus on developing new unplugged tasks that promote CT skills

    Unplugged but Connected: Linking Computational Thinking and Mathematical Problem-Solving in Primary Education · 2026 · DOI

  • There is a gap in the research on how computational thinking and mathematical problem-solving appear together in primary education. Prior work has not fully investigated the relationship between computational thinking skills and problem-solving strategies in primary education. The study aims to address this gap by examining the relationship between computational thinking and mathematical problem-solving in primary education.

    Unplugged but Connected: Linking Computational Thinking and Mathematical Problem-Solving in Primary Education · 2026 · DOI

  • The small pilot sample limits external validity and may overrepresent early adopters who were already open to AI, creating potential selection bias. There is a lack of targeted resources and limited access to high-quality professional development that is both accessible and actionable. The rapidly evolving AI landscape requires regular updates to the course content to ensure its relevance and effectiveness.

    Empowering educators: A pilot study on AI literacy in K–12 professional development · 2026 · DOI

  • Expanding the course to a larger and more mixed sample. Integrating AI training into preservice teacher education. Updating content regularly to reflect the rapidly evolving AI landscape.

    Empowering educators: A pilot study on AI literacy in K–12 professional development · 2026 · DOI

  • Hidden runtime behavior. Trial and error dependence. Limited metacognitive awareness.

    A Novice-Friendly Answer Interface with Code Behavior Visualization and AI Assistant for a Python Programming Learning Assistant System · 2026 · DOI

  • However, evidence remains limited on how practising senior high school mathematics teachers implement STEM–Computational Thinking approaches after professional development and how they perceive their contribution to students’ conceptual understanding, particularly in the Ghanaian context.

    Mathematics Teachers’ Perceptions and Classroom Implementation of STEM–Computational Thinking Following Professional Development in Ghana · 2026 · DOI

  • While previous reviews have examined AI literacy in broader K-12 contexts, secondary education remains underexplored.

    A scoping review of artificial intelligence literacy in secondary education · 2026 · DOI

  • Conceptualisations of AI literacy vary widely, reflecting differing emphases on technical skills, ethical awareness, and socio-technical understanding.

    A scoping review of artificial intelligence literacy in secondary education · 2026 · DOI

  • Four themes, including motor, niche, emerging/disappearing, and basic, highlight creativity development and AI integration as under-researched.

    RETRACTED ARTICLE: Social robots for child development: research hotspots, topic modeling, and collaborations · 2025 · DOI

  • 81-96. Ddhl, 0. J., Dijkstra, E., & Hoare, C. A. R. (1972). Structured programming. Orlandoi London: Academic Press. Davis, J. S. (1984). Chunks: A basis for complexity measurement. In&rmation ProcessinK und Manugement, 20, I19- 127. van Dijk, T. A., & Kintsch, W. (1983). Strutegies qf discourse c,omprehension. New York: Academic Press. Engle, R. W., & Bukstel, L. (1978). Memory processes among bridge players of differing expertise. American Journul oj’Psychology. 91, 673-689. Fodor, J. A., Bever, T. G., & Garrett. M. F. (1974). The psycho/o,qy of lun,ynage. New York: McGraw-Hill. Glucksberg, S.. & McCloskey, M. (1981). Decisions about ignorance: Knowing that you I, Psychology: Hnmun Leurning and Memor?, don’t know. Jorrrnal of Experimentui 311-325. Green, T. R. G. (1980). Programming as a cognitive activity. interaction Green (Eds.), Human rvith compufers. New York: Academic Press. In H. T. Smith & R. R. G. Green, T. R. G., Sime, M. E., & Fitter, M. J. (1980). The problems the programmer faces. Ergonomics, 23, 893-907. Greeno, J. G., & Simon, H. A. (1984). Problem solving und reusoning (Tech. Rep. No. UPITTILRDCIONRIAPS-14). Pittsburgh, PA: University of Pittsburgh. Haberlandt. K. (1980). Story grammar and reading time of story constituents. Poetic,s, 9, 99-118. Haberlandt, K., Berian, C., & Sandson, J. (1980). The episode schema in story processing. Journal of Verbal Learning and Verbal Behuvior, 19, 635-650. Halpern, A. R., & Bower, G. H. (1982). Musical expertise and melodic structure in memory for musical notation. American Journal of Psychology, 95, 3 l-50. Hayes, J. R., & Simon, H. A. (1977). Psychological differences among problem isomorphs. (Vol. 2). Hills- In N. J. Castellan. D. B. Pisoni, & G. R. Potts (Eds.), Cogniti\,e dale, NJ: Erlbaum. theoy Johnson, N. S., & Mandler. J. M. (1980). A tale of two structures: Underlying and surface forms in stories. Poetics, 9, 51-86. Johnson-Laird, P. N. (1980). Mental models. Cambridge, MA: Harvard Univ. Press. Kant, E., & Newell, A. (1984). Problem solving techniques for the design of algorithms.

    Stimulus structures and mental representations in expert comprehension of computer programs · 1987 · DOI

  • Sequence of Topics One question on which there was no consensus a m o n g the Vassar panelists was the order in which one should teach the various topics.

    How should we teach computing to humanists? · 1987 · DOI

  • Longitudinal studies on the effects of prompt-writing training. Research on the ethical dimensions of educational AI use. Investigations into the impact of AI on cognitive engagement and academic integrity.

    Prompt Quality Analysis in AI-Assisted Learning of Database Programming: Pedagogical Insights from a University-Level Intervention · 2026 · DOI

  • The lack of understanding of how prompt quality reflects and potentially enhances traditional learning outcomes. The need for research on the longitudinal effects of prompt-writing training.

    Prompt Quality Analysis in AI-Assisted Learning of Database Programming: Pedagogical Insights from a University-Level Intervention · 2026 · DOI

  • Current web front-end instruction faces challenges such as outdated curricula and insufficient teaching models. The lack of deep integration of AI technologies throughout the entire teaching process.

    INNOVATIVE STRATEGIES AND EMPIRICAL ANALYSIS FOR THE DEEP INTEGRATION OF ARTIFICIAL INTELLIGENCE AND WEB FRONT-END COURSE TEACHING · 2026 · DOI

  • Co-establish 'AI + Front-End' digital-intelligence industry colleges, collaboratively develop curricula and projects, achieving seamless alignment between talent cultivation and industry demands.

    INNOVATIVE STRATEGIES AND EMPIRICAL ANALYSIS FOR THE DEEP INTEGRATION OF ARTIFICIAL INTELLIGENCE AND WEB FRONT-END COURSE TEACHING · 2026 · DOI

  • The study identifies a gap in the literature on AI research conducted with in-service and pre-service primary school teachers in Türkiye. The study notes that the distribution of AI research in Türkiye demonstrates a regionally unbalanced distribution.

    A Descriptive Content Analysis of Artificial Intelligence Studies with Primary and Pre-Service Primary School Teachers in Türkiye · 2026 · DOI

  • The limitations of this research can be summarized as follows: First, the geographical scope of the study is centered on Türkiye-based publications. While this focus provides a specialized understanding of the Turkish primary education system, it naturally excludes international comparisons in the field. 620 A Descriptive Content Analysis of Artificial Intelligence Studies with In-Service and Pre-Service Primary School Teachers in Türkiye Second, the study was intentionally designed to focus on research involving in- service and pre-service primary school teachers. Consequently, other dimensions such as curriculum analyses, student-centered studies, or mixed participant groups were outside the scope of this review. While this allowed for an analysis of teacher-related data, it does not represent the entire primary education ecosystem. Lastly, the final dataset (n=25) indicates a lower representation of pre-service teachers compared to in-service teachers. This disproportion reflects the current availability of studies in national databases, yet it limits the comprehensiveness of the findings regarding different stages of the teaching career. Additionally, the descriptive nature of the existing literature prevented a meta-analysis on the numerical effectiveness of specific AI tools.

    A Descriptive Content Analysis of Artificial Intelligence Studies with Primary and Pre-Service Primary School Teachers in Türkiye · 2026 · DOI

  • The study identifies a gap in understanding gender equity in Computer Science education. The study identifies a gap in understanding the factors influencing first-year university students' intentions to continue studying Computer Science in Türkiye.

    Voice Across Gender: Factors Influencing Students’ Intention to Continue Studying Computer Science in Türkiye · 2026 · DOI

  • Gender-differentiated patterns emerge in family support dynamics (mothers supporting male students with encouragement of 'tech mind'; fathers modeling coding for female students), yet the study does not systematically analyze whether these gender-specific mentorship patterns produce different persistence outcomes or whether they merely reflect sampling artifacts given the small qualitative sample (n=8 interviewed students).

    Voice Across Gender: Factors Influencing Students’ Intention to Continue Studying Computer Science in Türkiye · 2026 · DOI

  • Existing frameworks heavily rely on commercial software and lack gamified narratives, personalized scaffolding, deep ethical focus, and process evaluation. Insufficient tool maturity and localized application in rural settings.

    CRAILF: A Zero-Cost Python-Based Gamified Framework for Enhancing AI Literacy Among Rural High School Students · 2026 · DOI

  • Personalized reminders triggered in 40% of cases during Week 3 (ethics introduction) and escalated to 65% by Week 5 (deployment finale), but the paper does not specify what criteria determine reminder triggering thresholds, whether different rural student subgroups respond differentially to reminder frequency/timing, or how reminder strategies should be adapted for students with low digital literacy or limited device accessibility.

    CRAILF: A Zero-Cost Python-Based Gamified Framework for Enhancing AI Literacy Among Rural High School Students · 2026 · DOI

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623 open questions have been extracted from the limitations and future-work passages of 4,058 Teaching and Learning Programming papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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