The rapid integration of artificial intelligence (AI) into education is transforming the learning process, particularly in software engineering. AI-powered tools and automated code review systems can now generate, debug, and optimise code, synthesise knowledge, and even engage in elements of critical thinking. Many academic institutions are still navigating the integration of AI into their curricula. Most fall along a spectrum, ranging from outright bans to unrestricted use of these tools. Additionally, some studies suggest that students are increasingly relying on AI for assessments, potentially undermining the intended learning outcomes. This raises a fundamental question: What constitutes authentic learning when AI can perform many traditionally human cognitive tasks?

This paper examines pedagogical approaches that reposition AI as an active collaborator in programming education rather than merely a tool for efficiency. Through a review of emerging teaching strategies, we identify methods that encourage students to move beyond AI-generated solutions and cultivate higher-order thinking skills, including problem formulation, ethical reasoning, and software design intuition. We analyse case studies and experimental curricula where AI-assisted learning enhances, rather than replaces, human cognition, focusing on constructivist programming exercises, AI-supported debugging challenges, and peer-AI collaboration in code review processes.

By exploring the role of AI in software engineering pedagogy, we propose a structured framework for integrating AI tools into programming education without diminishing the learning experience. Our findings suggest that, rather than undermining student development, AI can be harnessed to enhance critical thinking, foster computational creativity, and prepare learners for a future where human-AI collaboration is integral to problem-solving.

Keywords: AI in education, software engineering pedagogy, AI-assisted learning, authentic learning, critical thinking in programming.