Vibe Coding in the Classroom:
- Mauricio Murillo
- 5 days ago
- 4 min read
Why Learning to Code Still Matters in an Al World
Al can generate code. That part isn't up for debate.
So the question educators are really asking is this: if Al can do it for students, why should they still learn to code?
Before we answer that, let's talk about what's emerging in classrooms right now— vibe coding.
What Is Vibe Coding?
Vibe coding is the blend of human thinking and Al efficiency. It's not about handing learning over to a machine — it's about using Al as a creative partner once students understand what they are trying to build.
The "vibe" comes from intention. Students have an idea, a goal, or a problem to solve. They understand the logic behind it. Al then helps them move faster, explore alternatives, or test new approaches. When done well, vibe coding feels less like automation and more like amplification.
But here's the key: vibe coding only works when students have something to amplify.
That's where foundations come in.
Why Coding Foundations Still Matter
Learning to code has never really been about memorizing syntax. It's about learning how systems think.
When students learn coding fundamentals — variables, loops, conditionals, sequencing, logic— they are learning how to break down problems, predict outcomes, and understand cause and effect. They learn that small changes matter. They learn how to test, debug, and iterate.
Al doesn't replace that thinking. It depends on it.
If students don't understand the basics, they have no way to evaluate Al-generated code.
They can't tell if something is inefficient, incorrect, or risky. They don't know what to change
when it doesn't work.
Al becomes a shortcut instead of a learning tool. And the risks go beyond whether the code works.
Without a strong foundation, students aren't just unable to debug or troubleshoot
Al-generated code — there are deeper issues to consider. Al writes code to be functional, not thoughtful. It doesn't automatically account for the needs of different users, acessibility considerations, or the context in which the code will be used. It also doesn't prioritize security by default. If a program requires user input, stores information, or uses passwords, Al won't inherently build in safe practices or protective protocols. Recognizing these risks requires human judgment. Students must understand enough about how code works to question what's missing, identify potential vulnerabilities, and make intentional decisions about safety and usability themselves.
With strong foundations, the opposite happens. Students ask better questions. They notice patterns. They adapt what Al produces instead of accepting it blindly. They stay in control of the learning.
Vibe Coding Works Because of Foundations
This is the shift educators need to see.
As teachers, we know this pattern well. A calculator doesn't replace learning math facts.
Spellcheck doesn't replace learning how to write. In the same way, Al should not replace learning how to code - it should support it.
Coding foundations give students the language and structure they need to make sense of what Al produces. When students understand how logic works, they can read Al-generated code, question it, improve it, and adapt it to meet their goals. Without that understanding, Al becomes something to trust blindly instead of something to think with.
Vibe coding doesn't remove instruction — it builds on it. It works best when students already know how to reason through a problem and can use Al as a tool to explore, refine, and extend their thinking.
A BSD Education Classroom Snapshot
In a BSD Education classroom, vibe coding starts with student thinking — not an Al prompt.
Students begin by building or modifying a project using syntax and logic they aready understand. Before running anything, they predict what should happen. They explain their reasoning. Only then does Al enter the workflow.
Sometimes students are improving an existing project. Other times, they are building something entirely new. In those moments, Al can help jump-start the code by offering a starting structure or suggesting how to approach the logic. This doesn't replace the student's thinking—it gives them a place to begin.
When the code is generated, students don't immediately trust it. They read it. They compare it to their original ideas. They identify what changed, what stayed the same, and why. From there, they customize, refine, and make the project their own.
Sometimes the Al suggestion improves the project. Sometimes it introduces a bug. Both outcomes matter.
Students quickly learn that Al isn't always right — and that they are responsible for evaluating the result. That moment builds confidence. The student isn't replaced by Al; the student becomes the decision-maker.
The Takeaway for Educators
Al belongs in the classroom. Avoiding it doesn't prepare students — it leaves them unprepared.
When we introduce vibe coding alongside strong coding foundations, we empower students to think critically, create intentionally, and use Al responsibly. They don't just learn how to get an answer — they learn how to decide whether that answer makes sense.
That's future-ready learning.
And that's a vibe worth teaching.
About the Author
 | Allison has over a decade of experience in education, spanning roles as a teaching assistant, AIS (Academic Intervention Services) math teacher, high school business teacher, and most recently, a digital literacy instructor. Her dedication to her craft earned her "Teacher of the Year" nominations in 2000 in Providence, Rhode Island, and in 2020 in Broadalbin, New York. |
Beyond her classroom roles, Allison served as a district-wide technology coach and trainer, equipping educators with the skills and confidence to integrate technology into their teaching.
