Since 2021 the proliferation of generative artificial intelligence tools, notably ChatGPT, has experienced considerable diffusion, particularly within the context of higher education institutions. Both lecturers and students have embraced the use of ChatGPT to support academic and student activities. This study examines the influence of ChatGPT on the teaching and learning of programming from the perspective of lecturers and students. Using the Faculty of Computer Science at the Technical University of Manabí as the case study, semi-structured interviews were conducted with students from introductory, intermediate, and advanced programming courses, as well as with lecturers teaching programming subjects, exploring dimensions of usability, user experience, benefits, challenges, and ethical implications. Findings show that ChatGPT has the potential to enhance understanding of concepts and practical problem-solving in programming. However, it may also foster technological dependency and dishonest academic practices if not properly monitored and guided. The implications of this study are both theoretical and practical, as it presents evidence concerning the students’ ability to discern accuracy of answers provided by ChatGPT, while providing understanding into how ChatGPT influences the academic development of programming in university courses. This can serve as a basis for designing teaching strategies and educational policies in higher education institutions.