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Designing impactful educational technologies in contexts of socio-political instability requires a nuanced understanding of educational aspirations. Currently, scalable metrics for measuring aspirations are limited. This study adapts, translates, and evaluates Snyder’s Hope Scale [1] as a metric for measuring aspirations among 136 women learning programming online during a period of systemic educational restrictions in Afghanistan. The adapted scale demonstrated good reliability (Cronbach’s \(\alpha = 0.78\) ) and participants rated it as understandable and relevant. While overall aspiration-related scores did not differ significantly by access to Large Language Models (LLMs), those with access reported marginally higher scores on the Avenues subscale ( \(p = .056\) ), suggesting broader perceived pathways to achieving educational aspirations. These findings support the use of the adapted scale as a metric for aspirations in contexts of socio-political instability. More broadly, the adapted scale can be used to evaluate the impact of aspiration-driven design of educational technologies.

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Hope, Aspirations, and the Impact of LLMs on Female Programming Learners in Afghanistan

  • 会议论文

  • 发表日期：

    2026年

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  • Hamayoon Behmanush,
  • Freshta Akhtari,
  • Roghieh Nooripour,
  • Ingmar Weber,
  • Vikram Kamath Cannanure

摘要

Designing impactful educational technologies in contexts of socio-political instability requires a nuanced understanding of educational aspirations. Currently, scalable metrics for measuring aspirations are limited. This study adapts, translates, and evaluates Snyder’s Hope Scale [1] as a metric for measuring aspirations among 136 women learning programming online during a period of systemic educational restrictions in Afghanistan. The adapted scale demonstrated good reliability (Cronbach’s \(\alpha = 0.78\) ) and participants rated it as understandable and relevant. While overall aspiration-related scores did not differ significantly by access to Large Language Models (LLMs), those with access reported marginally higher scores on the Avenues subscale ( \(p = .056\) ), suggesting broader perceived pathways to achieving educational aspirations. These findings support the use of the adapted scale as a metric for aspirations in contexts of socio-political instability. More broadly, the adapted scale can be used to evaluate the impact of aspiration-driven design of educational technologies.