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<p>This paper proposes a conceptual framework integrating agile methodologies with artificial intelligence tools to transform web programming education. Through design science research methodology combining systematic literature synthesis with thematic analysis of published implementation studies, we derive a three-pillar architecture combining iterative learning cycles, AI-augmented scaffolding, and continuous assessment. The framework addresses critical gaps between traditional educational approaches and contemporary professional practices while providing strategies for managing AI over-reliance, ensuring accessibility for diverse learners including neurodiverse and multilingual students, and maintaining assessment integrity. We position this work as a theoretical contribution requiring empirical validation, offering testable propositions and implementation guidance for future research.</p>

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Integrating agile methodologies and AI-assisted learning in web programming education: a theoretical framework for CS curriculum transformation

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月3日

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  • Pavlo V. Zahorodko,
  • Serhiy O. Semerikov

摘要

This paper proposes a conceptual framework integrating agile methodologies with artificial intelligence tools to transform web programming education. Through design science research methodology combining systematic literature synthesis with thematic analysis of published implementation studies, we derive a three-pillar architecture combining iterative learning cycles, AI-augmented scaffolding, and continuous assessment. The framework addresses critical gaps between traditional educational approaches and contemporary professional practices while providing strategies for managing AI over-reliance, ensuring accessibility for diverse learners including neurodiverse and multilingual students, and maintaining assessment integrity. We position this work as a theoretical contribution requiring empirical validation, offering testable propositions and implementation guidance for future research.