Authors :
Muka Kabeya Arsene; Oshasha Oshasha Fiston; Musas A Musas Andre; Kabeya Mukosayi Jospeh; Tshielo Koka Souvient; Kobalanga Liamba Pathy Cedrick
Volume/Issue :
Volume 11 - 2026, Issue 5 - May
Google Scholar :
https://tinyurl.com/y48abvh5
Scribd :
https://tinyurl.com/yc5eckk2
DOI :
https://doi.org/10.38124/ijisrt/26May692
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
In the context of a SoTL inquiry, the rapidly changing nature of digital tools and environments may necessitate
broadening the scope of computer science education research from pure technical knowledge to pursuing awareness of humancentered, inclusive, and contextual aspects. The rising complexity of digital artifacts, and their impact on society, demands a
(re)configuration of educational paradigms that consider computational thinking along with ethical thinking, cognitive diversity,
and social responsibility. Here, an interdisciplinary framework derived from concepts from the neuroscience of learning and
critical pedagogy, educational artificial intelligence, and ethical philosophy is presented. The goal is to define a new set of
learning goals that are at once technically sound and socially relevant. With a focus on adaptive learning systems and inclusive
educational strategies, this approach intends to provide personalized learning experiences that are mindful of individual
learners and of the larger social and cultural issues. It is through this shift in perspective that computer science education
research can transcend the technical to provide a fuller account of learning in a connected world.
References :
- M. Ford et al., “Inclusive Computer Science Education,” Journal of Computing in Higher Education, 2020.
- E. R. Kandel, J. H. Schwartz, and T. M. Jessell, Principles of Neural Science, 5th ed., McGraw-Hill, 2014.
- C. O’Neil, Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy, Crown Publishing Group, 2016.
- B. P. Woolf, Building Intelligent Interactive Tutors: Student-Centered Strategies for Revolutionizing E-Learning, Morgan Kaufmann, 2010.
In the context of a SoTL inquiry, the rapidly changing nature of digital tools and environments may necessitate
broadening the scope of computer science education research from pure technical knowledge to pursuing awareness of humancentered, inclusive, and contextual aspects. The rising complexity of digital artifacts, and their impact on society, demands a
(re)configuration of educational paradigms that consider computational thinking along with ethical thinking, cognitive diversity,
and social responsibility. Here, an interdisciplinary framework derived from concepts from the neuroscience of learning and
critical pedagogy, educational artificial intelligence, and ethical philosophy is presented. The goal is to define a new set of
learning goals that are at once technically sound and socially relevant. With a focus on adaptive learning systems and inclusive
educational strategies, this approach intends to provide personalized learning experiences that are mindful of individual
learners and of the larger social and cultural issues. It is through this shift in perspective that computer science education
research can transcend the technical to provide a fuller account of learning in a connected world.
