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Abstract As programming emerges as a critical skill in the digital age and digital tools continue to evolve, understanding students’ perspectives on the integration of such technologies into their education is crucial. This empirical study explores the perspectives of students in Sweden and Taiwan on the use of digital tools in their programming courses. The research employs both qualitative and quantitative methods, including correlation analysis and inductive content analysis, to understand students’ perceptions of the usefulness and challenges involved in the application of different digital technologies. The study reveals the importance of immediate feedback, visualization of concepts, online discussion platforms, and programming tools’ tutorials. However, concerns about potential bias in AI grading systems and the need for more time and guidance to become familiar with new technologies are also highlighted. The study provides valuable insights that can guide the development of more user-centered tools for supporting programming education.