Vibe Coding

The_Explainer__Vibe_Coding.mp4

Definition

Vibe coding is a term coined by Andrej Karpathy that relates to a process which enables users to write code using their own casual and conversational style of language (Hodgkiss, 2025). Using this code, users can create their own software (Bates, 2025). "Vibe coding interprets human thought patterns, responding to fluid, natural interactions. It's coding without "coding" (Day, 2025).

Vibe coding is:

conversational - using everyday language making code more accessible;
intuitive - the machines learn and adapt along with the user, allowing for more interaction
continuous improvement - the process refines as the prompts are provided, showing the refinements as you input the requests (Bates, 2025).

Potential Benefits

quickly creates coding that can be converted into applications and software
students can 'get into the vibe' and forget about the code and see their creations come to life
anyone with a vision can shape digital products without being constrained by age and technical skill gaps (Bates, 2025)
uses intuition rather than existing and at times rigid coding frameworks (Vibe Coding: How Relying on Intuition Can Undermine the Development Process. (2025)

Limitations and Risks

Autonomous agents create code and applications or generate software applications with little testing or consideration to privacy, ethics concerns (Apple Teams Up With Anthropic To Develop AI-powered 'Vibe Coding' Platform)
explicit rules of standard coding are not applied (Day, 2025)
quality and accuracy might not meet expectations (Day, 2025)
protection of data and privacy may not meet the standards organisations require (Day, 2025)
as the code is completely AI generated there is no guarantee of consistency (Vibe Coding: How Relying on Intuition Can Undermine the Development Process. (2025)

Real-World Example 1

A teacher creates an interactive program, using vibe coding to create an engaging activity for students in class. As the activity was rapidly built, there was no testing completed. A student with ADD attempts the game but becomes frustrated when it doesn't behave as expected, causing frustration and behavioural issues in class. This could be resolved through appropriate prompting, whilst maintaining confidentiality, to include suitable considerations that will meet the needs of the student.

Real-World Example 2

A student rapidly creates flash cards or preferred guides to support their learning, using in class material and other subject related material. This demonstrates how a student can 'keep up' with their peers, whilst adapting their revision method and learning to meet their personalised needs.