The pandemic has seen the reluctance of some teachers to indulge in new educational formats, and the same situation is appearing again with the use of Large Language Models (LLMs), i.e., machine learning models using deep learning algorithms to process and understand natural language. The future will see a sharp separation between those educational institutions able to catch up with the fast changes and those left behind, both in terms of new pedagogical methods and supporting ICT infrastructure.

The changes of recent years showed some distinctive emerging traits that we believe can be generalised to any educational organisation worldwide and be a subject of research. This research may make the difference between the rise and the fall of educational organisations. Our involvement in Computer Science education allows us to focus more effectively on this specific subfield of technical pedagogy; however, most of the consideration can be extended more broadly. The education process is based on the 'trinity' pillars: learners, teachers, and target knowledge. The context in which this process takes place plays a crucial role in providing the participants, i.e., learners and teachers, with the tools required to make their interaction more effective and profound. Computer science educational contexts have, by default, an AI-equipped environment that can sensibly utilise the AI presence.

The advanced versions of AI aim to create toolkits that can address some challenges faced in education, such as insufficiency of time, burnout, and lack or fluctuation of teachers' and/or students’ motivation. Therefore, the evolving presence of AI, and in particular in Computer science as a target context in our case, has had the potential to support teachers and learners. On the one hand, AI assists in ‘gifting’ more time to teachers in their educational responsibilities such as grading, providing feedback, conducting meetings, supervising, etc. On the other hand, AI provides students with more tools to enhance their learning and results. At this stage, we as educators in Computer science can assist in taking a new role that can help in the new paradigm at which AI plays a dynamic role in education. AI has required modifying certain roles of the ‘trinity’ pillars used to play in the educational process. We hope to attract to this session especially educators embracing and evaluating with their students the new technologies in their learning in Computer Science.