The evolution of educational goals of informatics in the era of AI: analytical and empirical results of a Ukrainian study
Abstract
The article analyzes the impact of artificial intelligence (AI) on the content, objectives, and methodology of computer science education in secondary schools of Ukraine in the context of international trends. Based on a review of OECD, UNESCO, and European Commission policy documents, as well as contemporary scholarly literature, the necessity of shifting from a technocratic to a competence- and value-oriented model of computer science education is substantiated. This model places at its core the development of AI literacy and critical thinking, digital ethics, and creative human–AI–human collaboration.
The study employs a mixed-methods approach involving 182 computer science teachers from different regions of Ukraine. The survey results show that 56.6% of teachers positively assess the impact of AI on the educational process; however, they emphasize the need to update curricula, assessment methodologies, and teacher education systems. According to the respondents, the content lines “digital literacy”, “digital creativity”, and “data analysis and modeling” require the most substantial changes.
It is demonstrated that artificial intelligence transforms the traditional Bloom’s taxonomy: lower-order cognitive levels are increasingly automated, while the role of analysis, evaluation, co-creation, and ethical reflection on AI-generated outcomes is significantly enhanced. An updated framework of educational objectives for the computer science curriculum is proposed, integrating the principles of an AI-enhanced taxonomy of learning objectives with AI-related competencies.
The findings highlight the need for systemic modernization of the national standard for the information domain, the development of methodological resources, and comprehensive teacher professional development programs that will ensure the transition of the Ukrainian school system toward an AI-integrated model and the formation of a new generation of critically thinking, ethically responsible, and creative citizens of the digital society.
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References
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