Cover Image

AI-Enhanced Computational Thinking: A Comprehensive Review of Ethical Frameworks and Pedagogical Integration for Equitable Higher Education

Saved in:
Published in:Education Sciences vol. 15, no. 11 (2025), p. 1515-1560
Main Author: Chick, John C
Published:
MDPI AG
Subjects:
Problem solving
Pedagogy
Higher education
Collaboration
Citation management software
Computer science
Instructional design
Interdisciplinary aspects
Educational technology
Ethics
Generative artificial intelligence
Bias
Machine learning
Tutoring
Inclusion
Science education
Education policy
Critical thinking
Systematic review
Adaptive learning
Educational Quality
Competence
Educational Research
Intelligent Tutoring Systems
Influence of Technology
Cognitive Processes
Equal Education
Computer Science Education
Evidence
Access to Education
Coding
Information Seeking
Artificial Intelligence
Educational Assessment
Elementary Secondary Education
Educational Policy
Educational Environment
Database Management Systems
Educational Strategies
Educational Equity (Finance)
Algorithms
Online Access:Citation/Abstract
Full Text + Graphics
Full Text - PDF
Tags: Add Tag
No Tags, Be the first to tag this record!
Abstract:The rapid integration of artificial intelligence technologies into higher education presents unprecedented opportunities for enhancing computational thinking development while simultaneously raising significant concerns about educational equity and algorithmic bias. This comprehensive review examines the intersection of AI integration, computational thinking pedagogy, and diversity, equity, and inclusion imperatives in higher education through a comprehensive narrative review of 167 sources of current literature and theoretical frameworks. From distilling principles from Human–AI Symbiotic Theory (HAIST) and established pedagogical integration models, this review synthesizes evidence-based strategies for ensuring that AI-enhanced computational thinking environments advance rather than undermine educational equity. The analysis reveals that effective AI integration in computational thinking education requires comprehensive frameworks that integrate ethical AI governance with pedagogical design principles, creating practical guidance for institutions seeking to harness AI’s potential while protecting historically marginalized students from algorithmic discrimination. This review contributes to the growing body of knowledge on responsible AI implementation in educational settings and provides actionable recommendations for educators, researchers, and policymakers working to create more effective, engaging, and equitable AI-enhanced learning environments.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15111515
Source:Education Database