Revisiting Software Engineering Education in the Era of Large Language Models: A Curriculum Adaptation and Academic Integrity Framework

TL;DR

This paper proposes a theoretical framework and pedagogical model for adapting software engineering curricula to incorporate Large Language Models, addressing challenges in assessment, foundational skills, and academic integrity in AI-augmented education.

Contribution

It introduces a conceptual framework and design model for integrating LLMs into software engineering education, emphasizing curriculum adaptation and integrity mechanisms.

Findings

Shift from construction to critique and validation tasks

Need for transparency in AI-assisted development processes

Traditional plagiarism detection is insufficient in LLM-integrated education

Abstract

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.