2025/05/31 by Vahid Garousi, Garousi, Vahid, Zafar Jafarov +7 · 1 citation
Computer Science · #FOS: Computer and information sciences #Software Engineering (cs.SE) #Software Engineering Techniques and Practices
paper · pdf · doi:10.48550/arxiv.2506.00682
openalex publication_date 2025/05/31 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Context: As generative AI (GenAI) tools such as ChatGPT and GitHub Copilot become pervasive in education, concerns are rising about students using them to complete rather than learn from coursework-risking overreliance, reduced critical thinking, and long-term skill deficits. Objective: This paper proposes and empirically applies a causal model to help educators scaffold responsible GenAI use in Software Engineering (SE) education. The model identifies how professor actions, student factors, and GenAI tool characteristics influence students' usage of GenAI tools. Method: Using a design-based research approach, we applied the model in two contexts: (1) revising four extensive lab assignments of a final-year Software Testing course at Queen's University Belfast (QUB), and (2) embedding GenAI-related competencies into the curriculum of a newly developed SE BSc program at Azerbaijan Technical University (AzTU). Interventions included GenAI usage declarations, output validation tasks, peer-review of AI artifacts, and career-relevant messaging. Results: TBD Conclusions: TBD