Teaching Python in the Bachelor: experiences and recommendations

Abstract

This paper presents practical insights and pedagogical innovations from teaching Python in the Bachelor of Science in the Business Information Technology (BIT) program at the FHNW University of Applied Sciences and Arts Northwestern Switzerland. Addressing the unique challenges of introducing programming for undergraduate students in a curriculum that merges business and IT, we critically evaluate traditional instructional approaches and propose a shift toward a more modern, student-centered methodology by actively promoting modern technologies. Key obstacles identified include cognitive overload, the abstract nature of programming, and a mismatch between academic content and industry needs. In response, the paper explores the integration of emerging tools such as Large Language Models (LLMs) and the Vibe Coding paradigm to enhance learning engagement, accessibility, and outcomes. LLMs act as code co-pilots and explainers, supporting both students and instructors, while Vibe Coding promotes a design-first, iterative approach to problem-solving through natural language interfaces. Building on these trends, the paper proposes a gamified, AI-supported teaching concept currently under development using Python’s pygame library. Features include a modular “Python Islands” learning journey, point-based rewards, daily coding prompts, and collaborative contests. The overarching goal is to foster deeper understanding, active learning, and adaptive thinking in programming education. Initial implementation and feedback are anticipated in 2026.