Assessing programming education needs of primary and secondary teachers in Guangxi border areas

The development of artificial intelligence (AI) education shows shortcomings in China's border areas. To bridge the gap in programming education between border and developed regions, enhancing the programming instructional capacity of primary and secondary school educators in border areas has emerged as a key strategic priority. This study employed a questionnaire survey via an online educational platform targeting educators in the Guangxi border region, exploring the current state of programming education and the professional development needs of teachers in these areas. Through the analysis of teachers' basic profiles, their participation in training, and their training needs, three key constraints are identified: (1) Gender, age, and fundamental differences in the programming proficiency of teachers across different regions; (2) programming training opportunities are scarce and unevenly distributed, with teachers' training needs exhibiting distinct characteristics; (3) the shortage of programming resources represents a significant barrier to the development of programming education in border regions. This study suggests four strategic interventions: (1) an implementation strategy of precision training; (2) innovation in mixed training models; (3) adaptation and allocation of regional resources; and (4) systemic guarantees and ecological reconstruction. These recommendations and countermeasures aim to enhance the quality of educational and training programs in primary and secondary schools within border regions, providing practical guidance for the development of teacher training in underdeveloped regions with limited educational resources.