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Repair common Windows errors and clear accumulated junk for a smoother, more stable PC - no reinstall needed.Free scan · no reinstallPython has overtaken Java as the most common language in first-course introductory programming (CS1) in a recent study of selected highly ranked universities. But that is a shift in course choices—not proof that universities have concluded Java is a bad teaching language. In the same study, Java remained the leading language in second-course programming (CS2), often following Python or C.
What the latest university data actually shows
A 2026 study examined 150 programming courses at 83 institutions included in the Shanghai 2023 Global Ranking of Academic Subjects for Computer Science & Engineering. Python was the most common CS1 language, appearing in at least 27 courses (32.5%); Java was second in CS1, appearing at least 16 times (19.3%). In CS2, Java led with 38 courses (56.7%). Java was mandatory in 55 of the 150 courses analyzed (36.7%). These are figures for the study’s selected sample, not a census or representative survey of universities worldwide. The study, published in the Journal of Computer Languages in February 2026, also describes course sequences that move from Python or C in CS1 to Java in CS2.
The pattern supports a narrower conclusion: Python has gained ground as a first-course choice, while Java remains common in introductory curricula, especially beyond the first course. Course prevalence does not tell us which language produces better learning outcomes.
Why do some universities still teach Java first?
There is no single reason that applies to every department. A course may choose Java to make certain ideas explicit, to prepare students for the next course, or because instructors and teaching materials already support it. The meaningful question is whether those choices serve the course’s learning goals—not whether Java is universally good or bad for beginners.
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Java can expose structure a course wants students to practice
Java’s explicit types and object-oriented structure can be useful when a course intends students to work with those ideas from the outset. That structure also means learners must handle more syntax and scaffolding while solving basic problems. Whether that trade-off helps depends on what the course is teaching and how it supports beginners.
A language choice can serve a multi-course sequence
Some departments may prioritize continuity with later coursework. The global study’s reported transitions from Python or C in CS1 to Java in CS2 show that an introductory sequence need not use the same language throughout. A department can use one language to introduce programming and another when later courses have different goals.
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Available course materials, instructor experience, and the concepts emphasized in a program all affect what is practical. The reviewed evidence does not establish that one language wins on every pedagogical or logistical measure.
Is Python easier for a first programming class?
Python generally asks beginners to manage less syntax and scaffolding to write a small program, which can let a course focus earlier on problem-solving and programming ideas. That does not by itself prove students learn more effectively. A course must still teach the concepts it intends to cover, and its outcomes depend on more than the language’s surface readability.
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A current example shows what a Python-first course can include. Caltech’s 2025–26 CS 1 catalog says, “We will primarily use the Python programming language and no previous programming experience is needed or expected.” The listed topics include core programming concepts, recursion, exception handling, and object-oriented programming. This demonstrates the breadth of one course, not that Python is superior in every setting. See Caltech’s CS 1 course description.
What does the evidence say about learning outcomes?
The strongest direct example in the reviewed materials is a study of a curriculum change at the University of Helsinki. The authors examined pass rates and average grades across multiple courses before and after the move from Java to Python, surveyed teaching assistants familiar with both languages, and gathered weekly student feedback in the new course. They concluded that learning outcomes were not adversely affected by the switch. The study was published in ACM proceedings on February 6, 2024.
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That is evidence about one institutional change, not a general causal finding that Python improves outcomes everywhere—or that Java harms them. The 2026 language survey measures which languages courses use; it does not measure whether students learn better in one language than another.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.What should an introductory programming course teach?
Curriculum guidance does not prescribe one introductory language. CS2023, endorsed by ACM, IEEE-CS, and AAAI in 2024, is a framework that emphasizes learning outcomes and flexibility; Python and Java are both examples of contemporary languages. Read the CS2023 curriculum framework.
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When evaluating a first course, look at the intended outcomes and how the language supports them. Relevant questions include:
- What should students be able to do? Identify the programming concepts and problem-solving skills the course promises to teach.
- How much syntax and setup will beginners manage? Consider whether that overhead supports the goals or competes with time spent practicing them.
- Which concepts should be explicit? Decide whether types and object-oriented structure should be introduced immediately or later.
- How does the course connect to what follows? Check whether the next course continues in the same language or deliberately changes languages.
- Can the department teach it well? Instructor expertise and the quality of local materials matter alongside language features.
- What do student outcomes show? Look for evidence from the institution’s own courses rather than assuming that popularity or ease of reading proves effectiveness.
How to try Python on your own
If you are curious about the alternative, Think Python, 3rd Edition is an introductory book. Its publisher describes it as a beginner resource, while O’Reilly classifies it as beginner-to-intermediate. The online edition is free under a noncommercial share-alike license, so buying a copy is optional convenience rather than a requirement. Read the online edition from Green Tea Press or see the O’Reilly edition.
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