Toward a new paradigm of AI-powered programming education through metacognition

The introduction of generative Artificial Intelligence (AI) in programming and computer science education has raised numerous concerns about its impact on learning. While professionals increasingly rely on it to enhance productivity, students and teachers face challenges in adapting to this tool, often viewed as "cheating." In this study, we explored these issues with the aim of validating a teaching practice capable of fostering higher-order thinking skills such as metacognition, creativity, and critical thinking, which are often overlooked in traditional computer science education. Involving 40 students in an AI-powered programming activity, the research explored problem-solving with AI-generated code. Pre- and post-surveys revealed significant improvements in competencies, AI literacy, and metacognitive reflection. Results suggest that integrating AI strategically can enrich programming education by fostering critical skills for the modern era.