2026/01/06 by Mustafa Degerli, Mustafa Değerli · 1 voice
Computer Science · Medicine · Social Sciences · #Academic integrity and plagiarism #Adaptation (eye) #Artificial Intelligence in Healthcare and Education #Curriculum #Ethics and Social Impacts of AI #Process (computing) #Requirements engineering #Software Engineering Process Group #Software development #Software development process #Syntax #Transparency (behavior) #Workflow #cs.AI #cs.SE
paper · pdf · open access · doi:10.48550/arxiv.2601.08857
published in arXiv (Cornell University) (Cornell University)
openalex publication_date 2026/01/06 · arxiv published 2026/01/06 · openalex created_date 2026/01/16 · arxiv updated 2026/01/18 · openalex updated_date 2026/07/28
The integration of Large Language Models (LLMs), such as ChatGPT and GitHub Copilot, into professional workflows is increasingly reshaping software engineering practices. These tools have lowered the cost of code generation, explanation, and testing, while introducing new forms of automation into routine development tasks. In contrast, most of the software engineering and computer engineering curricula remain closely aligned with pedagogical models that equate manual syntax production with technical competence. This growing misalignment raises concerns regarding assessment validity, learning outcomes, and the development of foundational skills. Adopting a conceptual research approach, this paper proposes a theoretical framework for analyzing how generative AI alters core software engineering competencies and introduces a pedagogical design model for LLM-integrated education. Attention is given to computer engineering programs in Turkey, where centralized regulation, large class sizes, and exam-oriented assessment practices amplify these challenges. The framework delineates how problem analysis, design, implementation, and testing increasingly shift from construction toward critique, validation, and human-AI stewardship. In addition, the paper argues that traditional plagiarism-centric integrity mechanisms are becoming insufficient, motivating a transition toward a process transparency model. While this work provides a structured proposal for curriculum adaptation, it remains a theoretical contribution; the paper concludes by outlining the need for longitudinal empirical studies to evaluate these interventions and their long-term impacts on learning.