Guiding Research on the Use of ChatGPT for Teaching Computer Programming in Low and Middle-Income Countries

Nicodemus Msafiri Mbwambo & Godfrey G. Moshi
Arusha Technical College, P.O. Box 296 Arusha, Tanzania
email: nicodemus.mbwambo@atc.ac.tz / godfrey.moshi@atc.ac.tz

Abstract: While numerous studies on ChatGPT’s role in programming education originate from developed countries, contextualizing their findings in Low- and Middle-Income Countries (LMICs) remains challenging due to inadequate digital infrastructure. This limitation discourages educators from formally integrating ChatGPT into teaching programming lessons. However, some students still access ChatGPT via computers and mobile devices—a resource not universally available, raising a number of concerns including fairness and equity in assessment and feedback (e.g., performance disparities between students with and without access). To address this gap, our study synthesizes existing literature and student perspectives to propose five research questions. These are designed to guide LMIC researchers in systematically investigating the integration of ChatGPT, focusing on infrastructure, equitable access, pedagogical adaptation, ethical implications, and supportive policy frameworks. By highlighting these priorities, we aim to foster inclusive, context-relevant strategies for ChatGPT’s integration in resource-constrained settings.