Vibe coding in higher education: novice motivation, debugging gaps, and pedagogical scaffolding

Abstract

Amidst these international changes we are witnessing in higher education, AI and vibe coding are progressively being adopted as a part of pedagogy. Vibe coding (a concept that appeared in 2025) challenges educators to think about its role in shaping the future of education and the further development of AI-driven instructional methods. Using international research and practical cases, this paper analyzes both the strengths and weaknesses of vibe coding. Particular attention is given to studies implemented at universities abroad; then, strategies can be put forward for adapting such a system to Kazakhstan’s higher education system. This research utilizes qualitative and comparative analysis, with higher education institutions as the main setting for investigations. Vibe coding technologies in Kazakhstan are becoming an important driver of educational change, offering flexible tools, creative learning environments, and student engagement through digital culture. They help teachers modernize lessons, solve traditional problems and support equal access to knowledge, making the system more adaptive and sustainable for future generations together. Keywords: vibe coding, generative AI, programming education, computational thinking, debugging, higher education, AI-enhanced learning.