Supporting Computer Science Pathways in the Age of AI

This study examines how emotions and motivation shape computer science (CS) pathways in Greek upper secondary education at a time when AI skills are increasingly essential. Using the control–value theory of achievement emotions and the Science Motivation Questionnaire II, data were collected from 132 students across two curricular tracks: applied ICT in A class and algorithmic programming in B class. Findings show that while enjoyment decreased during CS tasks, pride increased and shame declined, indicating that engagement fostered accomplishment despite initial frustration. Emotional and motivational profiles were largely similar across curricula, with A class students reporting higher grade-related motivation. Gender differences were modest but underscore the importance of equitable curriculum design. The results highlight the need for CS curricula that balance cognitive challenge with positive emotional experiences, thereby strengthening resilience, self-efficacy, and motivation to pursue CS pathways in an AI-driven era.