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This study aims to reveal the role of one of the artificial intelligence (AI) techniques, "ChatGPT," in improving the educational process by following it as a teaching method for the subject of automatic analysis for students of the Chemistry Department and the subject of computer security for students of the Computer Science Department, from the fourth stage at the College of Education for Pure Science (Ibn Al-Haitham), and its impact on their computational thinking to have a good educational environment. The experimental approach was used, and the research samples were chosen intentionally by the research community. Research tools were prepared, which included a scale for CT that included 12 items and the achievement test in both scientific subjects for departments as the second tool. They reached a lot of conclusions. Accordingly, a set of recommendations were proposed. [ABSTRACT FROM AUTHOR]

Due to the pivotal roles played by Education 4.0 in reshaping the skills necessary for sustenance in the 4th Industrial Revolution (4IR), we investigate computer science teachers' preparedness to acquire the requisite skills for effectively equipping students with skills, especially technology skills for the life and work of 4IR. Teachers play crucial roles in preparing students for a technologydriven world. Examining their readiness to acquire skills for effective delivery of Education 4.0's skills-based content becomes imperative. Prior to data collection, the teachers underwent a tailored professional development training focusing on 4IR, Education 4.0, and the required skills. Our findings reveal an overall positive disposition of the teachers towards acquiring the skills needed to fulfil the roles demanded by Education 4.0. This finding reiterates the importance of professional development initiatives to assist teachers in meeting the skills requirements and also face the challenges of Education 4.0. Consequently, we advocate for interventions tailored to address the specific needs of teachers, enabling them to embrace the evolving responsibilities associated with Education 4.0. [ABSTRACT FROM AUTHOR]

Software engineering (SE) and computer science (CS) programs in universities worldwide are marked by a gender gap, which subsequently translates into a gender gap at the industry level. However, there are positive activities that can help attract more women to these male-dominant professions. This study maps the literature related to the achievement of gender balance in SE and CS university-level education and identifies future research directions. More specifically, this article reports on a systematic mapping study of female-inclusive SE and CS tertiary education programs. The authors collected 882 publications between 2015 and 2022 from five databases (ACM, IEEE, Scopus, Web of Science, and Science Direct), selecting 143 peer-reviewed papers for further analysis. The results showed that the main academic contributors were researchers from the USA. The majority of the publications contained observations and explanations regarding the gender gap in computing education. However, an important part of the literature considered proposals and practical activities for achieving gender balance in SE and CS programs. Finally, the authors classified the literature related to female-inclusive SE and CS tertiary education programs, identified the main research focuses and regional distribution, and considered ideas for future research.

This article examines the state of Nigerian polytechnic education in relation to Industry 4.0. The study used a method called Optimal Categorical Scaling Regression to evaluate the maturity of Nigerian polytechnics in terms of the fourth industrial revolution. The research found that certain aspects, such as leadership and technology, were fully mature, while others, such as the implementation of Industry 4.0 strategies and openness to new technology, were still developing. The article suggests the need for educational policies and plans to meet global standards in Industry 4.0. The study also highlights the lack of research on Industry 4.0 in Nigeria, particularly in the polytechnic sector. [Extracted from the article]

There is a nationwide effort to increase the representation and engagement of minoritized students in computer science education. Discourse about the barriers to diversity among computer science majors is often characterized by student pathologies and does not consider the impacts of classroom culture and instructor pedagogies. Amid the push for strategies to recruit and retain minoritized students in computer science, little has been done to transform curriculum and analyze faculty perspectives on curriculum and pedagogy as methods to increase students’ access to the computer science major. This paper presents an example of curriculum redesign for an undergraduate introductory computer science course (ICS) that sought to address issues of inequitable representation by centering student identities and redistributing power in favor of students. The authors draw upon critical sociocultural and the 4Es heuristic for disciplinary literacy to reimagine the ICS course as a space that centers on the important roles of identity and power in solving for diversity in computer science education. We highlight for researchers and practitioners how our work may be used to disrupt meritocratic practices that alienate minoritized and economically disadvantaged students and to expand definitions of mastery and expertise in computer science education.