Computational thinking (CT) is a way of solving problems by breaking them down into smaller parts and creating step-by-step solutions or algorithms. There is a critical need to embed CT in science, technology, engineering, and mathematics (STEM) courses beyond computer science to reflect the increasingly computational nature of STEM and to prepare students for future careers. This project will investigate how recent advances in artificial intelligence (AI) can support CT development within an innovative biology curriculum in which students design and program a robotic arm controlled by their own muscle activity. Specifically, the project will focus on how AI tools can assist students in designing algorithms and translating them into computer programs. In response to the CHIPS and Science Act of 2022, the project will also inspire and prepare students to participate in the microelectronics industry, where there is a national need to promote the domestic production of microchips. By interacting with electronic circuits that control the robotic arm and engaging with a microchip simulation, students will have a rich opportunity to learn about the function and utility of microchips. Overall, the project will directly enhance the STEM learning of 20 high school teachers and 500 students. Recent developments in generative AI provide an exciting yet underexplored opportunity to promote CT education. This project will design innovative AI tools to support CT instruction and employ