Generative AI (GAI) is rapidly reshaping higher education, introducing both transformative opportunities and significant challenges across teaching, research, and administration. While GAI offers potential benefits, such as enhanced productivity, personalized learning, and automation of routine tasks, it also raises concerns about academic integrity, ethical governance, and organizational readiness. Understanding how stakeholders perceive these changes is essential for developing strategies that balance innovation with responsibility. This study explores stakeholder perceptions of GAI through a SWOT analysis of 167 contributions collected via Padlet during webinars at two Swedish universities, attended by 152 higher education personnel. Thematic analysis revealed a nuanced landscape of views: strengths include capabilities for content creation, translation, and transcription, which can streamline workflows and support collaborations; weaknesses include inaccuracies, lack of system transparency, and user dependency, highlighting risks of misinformation and the need for advanced skills in and knowledge about AI tools; opportunities include supportive roles, outsourcing repetitive tasks, and partnering with AI for innovative teaching practices; while threats include destabilization of educational norms, ethical issues regarding data privacy and copyright, and organizational challenges such as workforce adaptation and brand reputation. In addition to mapping SWOT themes, the study identifies stakeholder requests for clear institutional guidelines, targeted professional development, and allocation of time and resources to facilitate responsible adoption of generative AI. These insights inform the development of a novel Balanced Scorecard (BSC) framework, translating study findings into actionable strategies across four perspectives: student or customer, internal business, innovation and learning, and financial. By bridging stakeholder perceptions with strategic planning, this study contributes a practical roadmap for higher education institutions seeking to harness the benefits of GAI while mitigating associated risks. The proposed framework underscores the importance of aligning technological integration with ethical, pedagogical, and organizational considerations to ensure long-term value and trust in academia. 

Artificial Intelligence (AI) and related technologies have a long history of being used in education for motivating learners and enhancing learning. However, there have also been critiques for a too uncritical and naïve implementation of AI in education (AIED) and the potential misuse of the technology. With the release of the virtual assistant ChatGPT from OpenAI, many educators and stakeholders were both amazed and horrified by the potential consequences for education. One field with a potential high impact of ChatGPT is programming education in Computer Science (CS), where creating assessments has long been a challenging task due to the vast amount of programming solutions and support on the Internet. This now appears to have been made even more challenging with ChatGPT’s ability to produce both complex and seemingly novel solutions to programming questions. With the support of data collected from interactions with ChatGPT during the spring semester of 2023, this position paper investigates the potential opportunities and threats of ChatGPT for programming education, guided by the question: What could the potential consequences of ChatGPT be for programming education? This paper applies a methodological approach inspired by analytic autoethnography to investigate, experiment, and understand a novel technology through personal experiences. Through this approach, the authors have documented their interactions with ChatGPT in field diaries during the spring semester of 2023. Topics for the questions have related to content and assessment in higher education programming courses. A total of 6 field diaries, with 82 interactions (1 interaction = 1 question + 1 answer) and additional reflection notes, have been collected and analysed with thematic analysis. The study finds that there are several opportunities and threats of ChatGPT for programming education. Some are to be expected, such as that the quality of the question and the details provided highly impact the quality of the answer. However, other findings were unexpected, such as that ChatGPT appears to be “lying” in some answers and to an extent passes the Turing test, although the intelligence of ChatGPT should be questioned. The conclusion of the study is that ChatGPT have potential for a significant impact on higher education programming courses, and probably on education in general. The technology seems to facilitate both cheating and enhanced learning. What will it be? Cheating or AI-enhanced learning? This will be decided by our actions now since the technology is already here and expanding fast.

An  increasingly  popular  subcategory  of  Artificial  Intelligence  (AI)  is  Generative  AI (GAI),  which  encompasses  technologies capable of creating new content, such as images, text, and music, often resembling outputs made by humans. The  potential  impact  by  GAI  on  sustainability  is  multifaceted.  On  the  positive  side,  generative  AI  can  aid  in  optimizing  processes, developing innovative solutions, and identifying patterns in large datasets related to sustainability. This can lead to  more  efficient  resource  management,  reduced  energy  consumption,  and  the  creation  of  more  sustainable  products.  However,  there  are  also  potential  negative  impacts,  such  as  increased  energy  consumption  associated  with  training  and  running  generative  AI  models,  as  well  as  the  potential  for  unintended  consequences  or  biases  in  the  generated  content.  Additionally,  overreliance  on  generative  AI  may  lead  to  reduced  human  oversight,  which  could  undermine  holistic,  interdisciplinary, and collaborative approaches to sustainability. The aim of this paper is to explore the potential impacts on sustainability by generative artificial intelligence through a review of prior research on the topic. The study was conducted with a scoping literature review approach to identify potential impacts by generative AI on sustainability. Data were collected through  a  search  in  the  database  Scopus  during  the  spring  semester  of  2024.  Keywords,  relevant  for  the  study,  were  combined  with  Boolean  operators.  Papers  identified  through  the  search  underwent  a  manual  screening  process  by  the  authors, in which papers were selected for inclusion or exclusion in the study based on a set of criteria. Included paper were then analyzed with thematic analysis, according to the guidelines by Braun and Clarke. A categorization matrix, based in prior research  on  sustainability,  supported  the  analysis  and  deductive  coding  of  collected  data. Results  of  the  study  highlight  generative AI’s potential impact on sustainability that relate to both environmental aspects, economic aspects, and social aspects of sustainability. These different aspects of sustainability impact make this research an important contribution for deepening  the  understanding  of  generative  AI  and  its  potential  consequences  for  society.  Findings  of  the  study  provide  theoretical  contribution,  implications  for  practice,  and  recommendations  for  future  research  on  generative  AI  and  sustainability. 

There is a long tradition of educational games and game-based learning, starting with the use of classic board games like Kalaha, Xiangxi, and Chess to train systematic and combinatoric thinking. These are highly relevant skills for the development of 21st century skills today, such as computational thinking and computer programming. To introduce computer programming for secondary school students is a prioritised initiative in many countries, and the idea is to achieve programming for all. At the same time as, educational games are a mainstream activity in many educational contexts and research studies have reported that many games do not attract a female audience. The same lack of female interest can be found in studies on the gender unbalance in STEM education. This study has the aim of looking at design concepts for girl inclusive design in educational games on computer science. Several of these concepts have been applied to a game called Code Quest, a game where players collect fantasy creatures called 'critters' which can be trained by giving them instruction scripts. The critter training is by purpose not called programming in order to give the game less of a technical feeling and more the feeling of fantasy and fun. The evaluation of Code Quest highlights several important features in the design of an inclusive game on computer science, but also several challenges that need further investigation. This study was carried out as a part of a larger design science project, with a focus on demonstration and evaluation of the game artefact. Findings from the first iteration of testing show promising results for the girl inclusive design ideas. On the other hand, there are still several traditional design issues and bugs left to address. Finally, as in all game development there is a need for several test iterations before the game will be a useful complement to programming education in secondary school.

To carry out a literature review often involves hard and tedious work. There is a tradition of using facilitating tools, that extended to the AI field in 2018 when iris.ai appeared. Today, in the emerging field of Generative AI tools based on Large Language Models, there has been rapid development of new literature search tools and approaches. This study has the aim of exploring this vast array of Generative AI tools, in a literature study where some of the found tools were used to facilitate the selection of relevant publication. Three research questions guided this study: RQ1) "What Generative AI tools can be found in literature?", RQ2) "Which of these tools could be of use in the literature review conducted in this study, and how?", and RQ3) "What are the ethical aspects of using Generative AI tools in literature studies?” The approach has been a scoping review, built around a search that combined the keywords: "AI supported", "AI generated", "AI based" and "Literature review". An initial result set was filtered with inclusion exclusion criteria in a strive for an interesting quality answer to the research questions. However, most publications that passed the filtering lacked any potential to contribute to answer the research questions. The most interesting finding in the first search was a hint about the new feature 'Scopus AI'. A new search with the Scopus AI tool resulted in a small but very relevant set of publications. These publications were analysed in a deductive inductive thematic analysis, and primary sorted into the categories of: 'Generative AI Tools', 'Supportive AI Techniques', and 'Ethical Issues'. Findings indicate that there is a wide variety of tools that can facilitate the skimming process of a literature, and to provide adequate summaries of retrieved publication. However, authors recommendation is to keep the tools on the facilitating support level, and that the main analysis and conclusion should be human conducted. With this, rather traditional approach, researchers will have clearly less ethical issues to consider. Finally, the ethical aspects of Generative AI tools in research ought to be investigated more in detail, in a separate future study.

The rapid development of Generative AI (GAI) makes an impact in many fields of our society, andfor higher education this is a fact that must be addressed. Research has reported on GAI creating newchallenges, and GAI as a catalyst for a transformation of higher education (Chiu, 2024; Yusuf et al.,2024). According to Chiu (2024) the four most important educational domains to consider arelearning, teaching, assessment and administration. This study had a focus on learning, and as pointedout by Choudhuri et al. (2024), there is a gap in the understanding of the potential and the pitfallswhen using GAI in computing education. The aim of this paper is to explore the potential impact ofAI technologies on cognitive load, relevant for computing education at higher education level. Theresearch question to answer is: What is the potential impact of AI technologies on cognitive load in computing education accordingto recent research?

Learning games have become mainstream in many educational contexts, where one of them isprogramming education. Today there exists a wide variety of games where the players can learn aboutdifferent programming concepts. However, earlier research reports that far from all these games appealto a female audience. If game-based learning should reach the identified potential of a highly motivatinglearning environment, the game design must be an inclusive one where girls feel welcome. This studyexamines three games for learning fundamental programming in a test group with girls only in an after-school Maker community. The research question in the study was: "Which game design concepts dogirls find appealing?"

Data were collected through interviews with girls in a makerspace after testing 3 games on computerprogramming. The tested games were: Minecraft Education Code Builder, CodeCombat, andimagiLabs. The interviews focused on the girl’s perceptions of the games and of programming. Thematicanalysis with a six-phase process of coding were used to analyse the collected data and cluster thecodes in themes that supported in answering the aim and research question.

The study shows that all three games were perceived as engaging and that they supported developmentof programming skills. When asking which of the three games the girls would like to spend more timeon to learn programming, opinions were divided. The girls also disagreed on which type of gamegraphics they found most appealing. However, findings indicate that there are clear patterns in whatgame design concepts the girls find important. These patterns can be grouped in the followingcategories: Creativity, customisation, flow, reward and feedback, exploration and programming skills.Firstly, the game should encourage exploration and creativity in both playing and programming.Secondly, for the programming tasks to be fun and challenging it is important to keep players in a flowstate with help of rewards, instant feedback and a low threshold at start. Lastly, the possibility forcustomization and an engaging backstory were also appreciated by the girls in the study. These findingsare recommended to take into consideration in future game development.

Artificial Intelligence (AI) and Artificial Intelligence in Education (AIED) are two fields of research that have been increasingly actualized with recent developments in AI technology. In November 2022 OpenAI released ChatGPT, a chatbot with impressive capabilities of generating seemingly novel content such as poems, lesson plans, exams, and programming code for computer programs. Previous research has highlighted potential opportunities and threats with AI, both for education and society in general, such as privacy, copyright, biases, fairness, and trustworthiness. Further, AI is expected to play an increasingly important role in future work and everyday life, and with that both professionals and citizens in general will have to continuously update their knowledge in the field of AI. The aim of this study has been to develop a framework for lifelong learning courses on Artificial Intelligence. 

The study was conducted as a scoping literature review to explore previous research and map findings on the topic of Artificial Intelligence for lifelong learning. Google scholar was used as the main search engine for identifying relevant papers, and the aggregation of collected databases at the University library was used for accessing papers that were not Open Access. The search combined keywords such as Artificial Intelligence, Lifelong learning, and Adult learning, with Boolean operators AND and OR. Papers published between 2019 and 2023, and relevant for answering the aim of the study, were collected in a spreadsheet document, and analyzed with thematic analysis. 

Findings of the literature review identifies both important opportunities and threats of Artificial Intelligence and relate these to different professions and aspects of society. These findings provide a bedrock for development of a lifelong learning framework for courses on Artificial Intelligence, highlighting what we need to know. The conclusion of the study is that courses on Artificial Intelligence that is aimed for lifelong learning should seek a balance between understanding the technology and discussing the potential consequences. Too much focus on either could lead to fear or ignorance.

This paper presents an educational development project where game-based learning is used to facilitateintroductory programming courses in higher education. The identified problem that is addressed in theproject is the low pass rate and low student satisfaction in university courses on fundamentalprogramming. A recommended pre-training for programming is computational thinking, and to learnabout the fundamental concepts that are involved in programming, independent of specific programminglanguages. An initial literary review revealed that there exist several educational games on thecombination of computational thinking and programming, However, these games are targeted towards ayounger target group, or that they have a focus on specific programming. The aim of this study is toexplicate the described problem, and to gather requirements for the design and development of aneducational escape room. The research project follows the design science approach where the first twosteps of 1) explicate the problem and 2) define the requirements were studied and described in this paper.The problem to address in the study was identified through literature searches and the authors’experiences as teachers in programming at higher education. To address the identified problem,requirements for a digital game were defined through e-mail interviews with teachers in higher educationthat teach fundamental programming courses. Answers were collected from teachers from three differentuniversities in Sweden and analysed with open coding. Findings identified through the analysis will beused in future research studies to address the remaining steps of the design science methodology andfurther iterations of development. Findings show that some fundamental concepts seem to be relativelyeasy to introduce while others are harder to grasp for students taking their first programming course.Examples of concepts that could be learnt relatively easy are variables and non-nested selection. Someconcepts that are seen as harder to introduce and explain are nested iteration and ternary operators. Theconclusion is to build a game with different levels of thematic escape rooms, where the first levels have afocus on what teachers mentioned as easy concepts. The highest levels should introduce the morecomplex concepts, but that the concepts that are seen as most problematic could be omitted. This studywas the first iteration in the definition of requirements, and more interviews will be conducted andanalysed in the next phase of this two-year project.

Gaming is a ubiquitous phenomenon today, and game-based learning has become a main stream teaching and learning activity. Despite the long history of using games in educational contexts, the concepts of inclusive game design and enjoyable educational games still have challenges. The aim of this study is to gather requirements for design of educational games on programming where girls and boys find it joyful to play together. To meet this aim, the data sets from two earlier studies have been combined, compared, discussed, and finally merged into a preliminary framework. This study was carried out as a requirement-fo-cused design science study, with a focus on gathering requirements for a future design and implementation of an educational game on fundamental program-ming. Data were collected in a combination of a scoping literature review, and through a questionnaire answered by elementary school students after playing an educational game on programming. Main themes in the framework for Girl In-clusive Educational Game Design are Exploration Without Violence, Collabora-tive Interaction, Character Diversity, Customisation, Graphics, Game Mechanics, Game Content, and Learning and Motivation. If these factors are thoughtfully considered it could be possible to achieve the idea of a game with Wide Walls, a High Ceiling, and a Low Threshold, where girls and boys could play together and learn how to program.