An Exploratory Study of the Relationship Between Students’ Positive Attitudes Toward Artificial Intelligence and Computational Thinking Needed in the 6G Communications’ Era

Within the emerging context of the 6G communication epoch, the importance of middle and high school students’ comprehension of artificial intelligence (AI) and their capacities in computational thinking is pivotal. This research delves into the nexus between these two essential proficiencies. While a gamut of AI skills, encompassing creation, comprehension, and application are accentuated, amplifying modeling capabilities for problem resolution via AI is crucial. Such emphasis stems from AI’s burgeoning technological capabilities and the mounting prominence of modeling over traditional coding, notably for individuals outside the programming and development domains. At the bedrock of modeling, skills lie computational thinking tenets, decomposition, pattern discernment, abstraction, and algorithmic orientation. By deciphering the dynamics between AI cognizance and computational thinking, educational syllabi can be refined to fortify modeling proficiencies, mirroring students’ genuine capabilities. Alternatively, without a discernible linkage, the evolution of modeling skills might demand a distinctive methodology uncoupled from computational thinking. This study sheds light on these interconnections, aspiring to shape forthcoming pedagogical paradigms imperative in the 6G milieu. As an initial exploration, our emphasis is placed on the affirmative perception of AI and its potential ties to computational thinking.