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.