This study assesses how generative artificial intelligence tools enhance computational thinking and problemsolving skills in the context of programming education. Generative AI (GenAI) has ushered in a new era in programming education, offering immediate, personalised support through tools like ChatGPT and GitHub Copilot. Although generative AI tools have shown promise in enhancing immediate problem-solving abilities, there is a lack of research on their long-term effects on students' computational thinking and professional programming skills development. This study conducted a scoped evaluation of previously published papers using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standard, and the data was analysed using a thematic approach. The findings from the study indicate that integrating GenAI can potentially enhance computational thinking and problem-solving for programming students. On the flipside, our study highlighted some significant ethical challenges associated with using GenAI in academia, particularly regarding issues of originality in student work. Contrary to expectations on how GenAI tools enhance learners' decomposition, abstraction, and algorithm design skills, most of the findings concentrated on students' completion of tasks. From a practical perspective, it is evident that GenAI has changed the learning landscape therefore, there is a need from a policy perspective to start thinking about the transformational roles of educators. Future studies should be carried out over a long period and should start by assessing students' levels of problem-solving at a particular age before the immersive use of GenAI and then check the results after the use of these tools.

This systematic literature review explores strategies and best practices for fostering a community of inquiry to engage undergraduate students in research in higher education environments. The review adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria to conduct a thorough analysis of academic publications and 15 articles were analysed. The study adopted a framework developed by Healy and Jenkins in 2009 which articulated different types of research-based learning. The findings shed insight into effective treatments, difficulties encountered by lecturers, and the positive benefits of community-based research activities on students' personal and academic growth. Our discussion is centred around three key concepts arising from the theoretical underpinnings and these are: research-based, tutor-based, and research-oriented. In addition, our findings suggest that fostering a community of inquiry in undergraduate research strengthens undergraduate education by providing additional outlets for faculty to teach, research, and serve, and by fostering the creation of a community of scholars that is essential to the intellectual health of the university. This study's practical contribution is that universities should develop a subunit devoted to undergraduate research rather than embedding student research into the curriculum. Our findings would have been more insightful if we had employed case studies of universities with undergraduate research-intensive communities of inquiry. Nonetheless, the study provided illuminating conclusions from building a community of inquiry to involve undergraduate students in research.

The COVID-19 epidemic has accelerated the rapid integration of information and communication technology (ICT) in higher education. This study investigates how ICT-based teaching resources are utilised in a post-COVID-19 South African university located in a rural area. The study adopted a quantitative approach to assess the utilisation of ICT-based educational tools post-COVID-19 era. A questionnaire was distributed and 60 respondents participated in the study. To analyse the technology aspect of the study, we applied the Technology-Organization-Environment (TOE) perspective. The study focused on those students who were exposed to ICT due to COVID-19. The data were analysed using SPSS 26 and the results were presented in the form of charts and graphs. The results showed a slight improvement in ICT utilisation in learning within the higher education environment. Also, there was an improvement in the infrastructure that supported students in their learning. The results highlight the need for focused interventions to improve ICT integration and address digital inequities in a way that guarantees fair educational opportunities in the dynamic field of higher education. There is moderate familiarity with ICT learning tools among rural university students and a willingness to continuously use them in their learning. The study adds a voice to the growing body of literature on post-pandemic educational environments by providing useful advice for academic institutions looking to maximise the use of ICT resources.

Coding bootcamps have become a popular alternative route for training ICT professionals, which may help to fill the critical skills gap. We studied how coding bootcamps speed skill development and respond to transformational changes that higher education institutions is battling with. Communities of practice paradigm was adopted as essential to Bootcamp students' success as they all gather for a common goal of being developers. We collected data from South African bootcamp websites, read academic articles, and used topic analysis. We discovered that coding bootcamps are short-term, lasting anything from three months to a year, and that they support a student-centered learning environment with minimal social and financial strain on the students. In an effort to give them a second opportunity, some bootcamps specifically recruit members of particular genders and people from disadvantaged backgrounds. This is done under the assumption that they have been left out by tight and strict structures. There is evidence that these graduates are chosen by industry despite the fact that bootcamp venues are unmoderated. We argue as a conclusion that coding bootcamps have a lot of promise in helping to realize the SDGs established by the United Nations. But in order to create curriculum that is appealing to society and industry, we encourage partnership between HEI and bootcamps. The study added more voice on literature on bootcamps in South Africa.

The student-centred learning approach seeks to place the student at the centre of the instruction method to drive learning. The student-centred approach has benefits such as improvements in students’ communication and collaboration skills, advances in students’ ability to think and work independently, better aptitude in problem-solving, and lastly an ignited interest in educational activities. The research study seeks to introduce student-centred learning at a rural university X in the Eastern Cape (EC) province of South Africa to tap into these benefits derived from this learning method. EC province is hugely classified as a rural province and as such is not spared from the challenges such as poor network infrastructure, poor quality of education, poor technology uptake, and a poor quality of life faced by several rural communities in South Africa. The research study adopted a correlational survey design to explore significant relationships between student-centred learning and skills such as IT skills and language aptitude. Data was collected using a closed-ended questionnaire to understand the phenomenon under study. The research found several challenges that hinder the successful implementation of studentcentred learning but the most significant ones, in this case, were observed to be poor IT skills and poor English language aptitude. Also, students’ previous learning background influenced the implementation of student-centred learning as some students tend to rely heavily on their instructor for teaching and learning which can result in students losing their confidence in their abilities.

The importance of research as a vital tool for problem-solving and enriching livelihoods cannot be overstated and yet most South African universities introduce the component of research at the post-graduate level leaving out students who do not enroll for postgraduate studies without this critical skill. The lack of a dedicated research module at the undergraduate level is critical as it hampers critical thinking, entrepreneurship innovation and negatively impacts problem-solving to address societal-based problems. The case of University X in the Eastern Cape province in South Africa is that of a remote and rural university that is challenged by many negative factors ranging from, but not limited to; poverty-stricken students, poor infrastructure, and a weak staff complement in terms of qualification level as well as their research output. The problem of low research activity and knowledge generation keeps holding the university back and hence the need to look at ways to improve research activity both at undergraduate and postgraduate levels. The purpose of this study is to explore methods that can be used to encourage research development at the undergraduate level to close the research skill gap currently being experienced by the 85% of students who do not progress with their postgraduate studies. An experimental research design was used to assess the contributions of project-based assessment as a tool for transferring research skills at the undergraduate level. In this study, 122 respondents (control group =38, experimental group = 84) participated in the study. Respondents from the experimental group were given project-based assessments and traditional tests, while those from the control group were given traditional tests only. A questionnaire was then given to both groups to compare the contribution of project-based assessments as a tool for transferring research skills. The findings showed that project-based assessments improved students' research skills and also that they promoted students to engage in research activities. Researchers recommended that the project-based assessments be developed in a balanced way that will expose students to research in totality.