The rapid advancement of large language models (LLMs) and generative AI tools represents a fundamental shift in the computing landscape. These tools can now write, debug, and explain code, necessitating an urgent re-evaluation of tertiary Computer Science (CS) curricula. While traditional educational and curriculum models focused on first-principles programming and syntax mastery, they may no longer adequately prepare graduates for a future where AI is not only a ubiquitous collaborator, but also a core component of the systems they build.

This Dagstuhl Seminar aims to address an institutional vacuum. Current global curricular guidelines, such as CS2023 (https://csed.acm.org/), were finalized before the generative AI boom and offer limited guidance on this transition. We seek to move beyond the question of how AI impacts teaching methods to a more critical inquiry: What should we teach the next generation of computer scientists?

Goals and Objectives

The primary goal of this seminar is to produce a community-driven roadmap, sample curriculum, and whitepaper for the future of computing education. We aim to bring together international experts from Computing Education, AI/ML, and Human-Computer Interaction to:

1. Redefine Core Competencies: Identify which foundational topics remain "timeless" and which new skills, such as data-driven reasoning and human-AI co-creation, or the systems-level understanding of the AI infrastructure (hardware and data frameworks) that powers modern computing, must be prioritized.
2. Design New Pedagogies and Assessments: Develop robust evaluation models that measure deep understanding and critical thinking in an environment where AI can generate perfect solutions to standard assignments.
3. Embed Ethics and Responsibility: Establish frameworks to integrate fairness, transparency, and privacy as central threads throughout the curriculum rather than isolated modules.

Seminar Scope

Building upon previous discussions regarding AI-powered tools and mastery learning, this seminar shifts the focus from course-level pedagogy to curriculum-level redefinition. Participants will engage in lightning talks, intensive themed breakout groups, and plenary sessions designed to deconstruct what is essential, obsolete, or missing from the current CS education pathway.

By joining this seminar, you will contribute to a lasting, interdisciplinary community of practice, helping to bridge the gap between rapid technological disruption and the institutional frameworks that guide the next generation of computing professionals.

Creative Commons BY 4.0

Alexandra Vassar, Juho Leinonen, James Prather, and Jake Renzella

This seminar qualifies for Dagstuhl's a LZI Junior Researchers program. Schloss Dagstuhl wishes to enable the participation of junior scientists with a specialization fitting for this Dagstuhl Seminar, even if they are not on the radar of the organizers. Applications by outstanding junior scientists are possible until June 12, 2026.