Author(s): Dávid DEMETER, Ladislav VÉGH

Title: GENERATÍV MESTERSÉGES INTELLIGENCIA SZEREPE A PROGRAMOZÁS OKTATÁSÁBAN: LEHETŐSÉGEK ÉS KIHÍVÁSOK

Source: Š. Gubo, E. Kahler Korcsmáros, Sz. Svitek, J. Tóth (eds.): 17th International Scientific Conference of J. Selye University. Sessions of the Faculty of Economics and Informatics. Conference Proceedings

ISBN: 978-80-8122-538-3

DOI: https://doi.org/10.36007/5383.2026.20

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2025, 20-30

Published on-line: 2026

Language: hu

Abstract: Generative Artificial Intelligence (GenAI) has rapidly emerged as a transformative tool in education, particularly in programming instruction. This paper explores both the opportunities and challenges associated with its use. Through a literature-based analysis and illustrative examples, we show that GenAI supports personalized learning, facilitates error detection in programming, and assists in generating course materials. However, we also highlight significant risks, such as over-reliance, reduced creativity, and the phenomenon of hallucination, which can mislead students when unchecked. The study argues that while GenAI can improve teaching efficiency and enhance learners’ problem-solving abilities, its effectiveness depends on responsible integration into curricula. Practical implications for educators and students are discussed, alongside potential future directions, including the design of AI-assisted learning environments that preserve originality and critical thinking. Ultimately, the role of GenAI in programming education is not to replace human creativity, but to augment it in a controlled and pedagogically sound manner.

Keywords: ChatGPT, AI in education, large language model, hallucination

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