Conceptual knowledge still matters
Debugging requires mental models of data, state and failure. Generated answers may help practice while also hiding misunderstanding.
Programming Education.
Instruction should be evaluated for genuine comprehension, autonomy and transfer—not demo completion alone.
EVIDENCE FRAMEWORKREVISION-READYOPEN QUESTIONS
WHAT THIS FIELD EXAMINES
What should developers learn when code can be generated?. Our purpose is to establish the evidence and questions needed for rigorous coverage, not to imply that a proposed future is inevitable.
Evidence from learners
We distinguish learning outcomes measured later from convenience measured during a session. We need repeated assessments and representative samples.
Curriculum questions
Possible research tracks include reading unfamiliar code, verification, secure defaults, requirements and responsible AI usage.
How we would test the claim.
Use pre- and post-assessments, retention checks and disclosed assistance conditions.
Documents to consult
These are starting references for future reporting, not proof that every open question above is resolved.
Revision record
Edition 1.0 · 9 October 2026. Initial scope and source register created. This brief is a research framework, not a completed investigation; material future corrections should be described rather than silently overwritten.
How corrections are documented ↗