AI Battle: Does Teaching Programming in Schools Make Sense in the Age of Copilot?

May 8, 2026 · 6 min read

Question: Does teaching programming in schools make sense in the era of Copilot?

Perplexity

Does Teaching Programming in School Make Sense in the Era of Copilot?

Yes, teaching programming in school remains fully relevant even with tools like GitHub Copilot or similar AI assistants. Copilot simplifies code writing by generating snippets based on prompts, but it does not replace a fundamental understanding of algorithms, logic, and data structures. Without basic skills, schoolchildren risk becoming "black box users," unable to diagnose errors, optimize solutions, or adapt code for real-world tasks. For example, a study from Donetsk State University emphasizes that the gradual introduction of IT tools like Python with NumPy reduces cognitive load, allowing students to focus on mathematical concepts rather than syntax. This confirms the principle of cognitive load theory: AI accelerates routine tasks, but foundational skills are essential for deep learning.

Furthermore, programming develops universal competencies—critical thinking, problem decomposition, and creativity—which AI cannot yet directly impart. In the era of Copilot, the focus shifts to "programming as thinking": schoolchildren learn to formulate precise prompts, verify generated code, and integrate it into projects. A collection on vocational education highlights the benefits of blended learning, where AI testing and online assignments are combined with practical experience, enhancing flexibility and effectiveness. For instance, the dual education system, where students alternate between lessons and work at enterprises, utilizing cloud technologies and case studies, is a model where coding becomes a tool for real innovation, not rote memorization.

Finally, ignoring programming dooms one to lag behind: according to conferences like the Ananyev Readings, the digital transformation of education requires active student involvement in IT. Without the fundamentals, Copilot will become a crutch, not an accelerator. School programming is an investment in the future, where AI augments humans, rather than replacing them.

Sources:

Collection "Modern Teacher" 2025, Vol. 3 (science.donnu.ru/wp-content/uploads/2025/05/sbornik_sovremennyj-uchitel_2025_tom_3.pdf)
Collection of the scientific and practical conference "Vocational Education: Teaching Methods and Techniques" (apt-mo.ru/wp-content/uploads/2025/05/sbornik-nauchno-prakticheskoj-konferenczii-obrazovanie-v-spo-metody-i-priyomy-prepodavaniya.pdf)
Collection of materials from the Ananyev Readings – 2024 (niiesys.ru/upload/Сборник_материалов_Ананьевские_чтения-2024.pdf)

Gemini

In the era of tools like GitHub Copilot, teaching programming in schools not only remains relevant but also gains new significance. Copilot and similar AI assistants can automate routine tasks, generate code snippets, and suggest solutions, significantly accelerating the development process for experienced professionals. However, this does not mean that the fundamentals of programming become unnecessary. On the contrary, a deep understanding of code principles, algorithms, and data structures is crucial for the effective use of such tools. School education should shift its focus from mechanical code writing to developing logical thinking, problem-solving skills, and the ability to critically evaluate AI-generated solutions.

Copilot can become a powerful learning tool if used correctly. For example, it can be configured to act as a "tutor," explaining concepts and best practices without providing ready-made answers. This allows students to delve deeper into the material, independently understanding complex points. Additionally, AI assistants can help in learning new programming languages or frameworks by offering real-time code examples. Thus, instead of replacing the teacher, Copilot can become a valuable assistant, freeing up time for more in-depth pedagogical work and an individualized approach to students.

Ultimately, the purpose of teaching programming in schools in the era of Copilot is to prepare future professionals who can not only effectively use advanced AI tools but also understand their limitations. The job market will demand not just executors, but engineers capable of architectural thinking, understanding business goals, and making responsible decisions. School programming should lay the foundation for developing these skills, teaching students not only "how" but also "why," which is key to a successful career in the rapidly changing world of technology.

Sources:

GitHub Docs
Skyeng
Reddit
Makhost
CNews
Microsoft Cloud
Microsoft Education
Kodik
VC.ru
TOP Academy
M365 Education
Yandex.Zen
YouTube

ChatGPT

Teaching programming in schools remains relevant, despite the emergence of tools like Copilot. Firstly, programming is not just about the skill of writing code, but also about developing algorithmic thinking, problem-solving abilities, and the capacity to logically structure processes. Copilot can assist with automatic code completion, but it cannot replace the understanding of why and how a program works, which is inherent in the problem statement itself. Without a basic understanding and skills, a student risks becoming dependent on prompts and will be unable to independently adapt to non-standard tasks and new technologies.

Secondly, programming in schools lays the foundation for further professional development in IT and other related fields, where digital literacy has already become a mandatory requirement. Examples include countries with advanced education systems, such as Finland or Estonia, where coding education begins in early grades and fosters the development of critical thinking and complex problem-solving skills. Copilot and other AI tools are more likely to complement this process, acting as assistants rather than replacing fundamental training.

Finally, the ethical and social aspects should be considered. Learning programming develops an understanding of the capabilities and limitations of technology, which is important for the responsible use of AI and technology in general. Copilot is a powerful tool, but without knowledge of basic programming principles and algorithms, a user risks becoming merely an executor of others' ideas, unable to critically evaluate and create innovations. Thus, teaching programming in schools is not only relevant but also necessary in the age of AI.

Sources:

Educational practices of Finland and Estonia
Analyses of AI's impact on programming education in EdTech and AI in Education articles

Grok

Yes, teaching programming in schools in the age of GitHub Copilot makes complete sense – even more so than before. Copilot and similar AI tools generate code, but they don't replace fundamental understanding: computational thinking, which is the ability to break down complex problems into steps, build algorithms, debug errors, and verify logic. Without this, students risk becoming "users" of AI, unable to assess the generated code for security, efficiency, or task relevance. For example, research shows that schoolchildren who have mastered the basics are better at using Copilot for real projects, rather than copying blindly.

Copilot is already being integrated into classrooms as an assistant: it's free for students and teachers, speeds up coding by 55–68% (according to tests on introductory assignments), allowing focus on creativity and architecture rather than syntax. Universities like CS50 are using it to transition from "manual" coding to "piloting" AI, where students learn to formulate prompts and fix bugs. Russian Habr emphasizes: this is an investment in managing technology, not submitting to it – children with programming skills develop resilience to errors and critical thinking applicable in any profession.

Ultimately, abandoning school programming is like removing mathematics because of calculators: AI enhances, but does not eliminate the need for a "pilot." Future specialists will be combo-humans+AI, and computational thinking will remain the key to innovation in business, science, and everyday life.

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Claude

Yes, teaching programming in schools makes sense — and it's not about whether Copilot can write code, but about what requires human understanding. AI code generation is a tool for specialists who can understand and correct the result. In other words, schoolchildren should receive precisely the foundational knowledge that will help them manage AI, not the other way around. Algorithms, data structures, how browsers work, JS engines, asynchronous programming, network protocols — without a foundation, you won't understand what and why the AI generated, and you won't be able to correct it. It's like the difference between a driver who understands how a car works and someone who just presses the pedals.

Moreover, education has shifted from mechanics to understanding, making the process more meaningful, not less. Most participants acknowledge that AI does not replace the learning process but accelerates it: it takes over routine tasks, leaving the student with the main thing — understanding how everything works and why. More than 70% of programming course graduates regularly use AI in their work, but this is not because they didn't need theoretical knowledge, but because this knowledge allows them to use tools effectively.

The main shift is not in canceling education, but in reorienting it. It's time to learn not just to write code, but to think like an engineer: to understand what exactly you are building, why, and what problem you are solving. Schoolchildren who master the principles of programming will be able to interact with AI assistants on the level of "why" and "how," rather than just copying ready-made solutions. This makes them more valuable in the job market and more adaptable to future technologies.

Sources:

GitHub Copilot and Education: A JavaRush Review (November 5, 2025)
The Code: Neural Networks for Programming (April 2, 2026)
AI in Children's IT Education on Habr (May 8, 2025)

Sources:

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