INTEGRATION OF ARTIFICIAL INTELLIGENCE TOOLS IN TEACHING COMPUTER SCIENCES: PEDAGOGICAL OPPORTUNITIES, RISKS, AND IMPLEMENTATION MODELS

This paper examines the theoretical foundations and practical aspects of integrating generative AI (GenAI) tools into university-level computer science and programming courses. Three pedagogical integration models are analysed: assistive, collaborative, and critical. Risks associated with academic dishonesty, debugging-skill atrophy, and reduced cognitive load are discussed. A conceptual framework — AI-Augmented CS Curriculum — is proposed, incorporating principles for competency assessment in an environment of ubiquitous AI-assistant access.

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