Abstract:
Generative AI has already begun to transform the way we think, learn, and work. In higher education, particularly in software engineering, offers both opportunities and risks. For students, AI tools promise rapid feedback, automated code suggestions, and new ways to explore problem-solving. For teachers, they challenge us to rethink assessment, supervision, and the very skills we prepare our graduates to master. In this keynote, I reflect on my two decades of teaching experience, spanning software engineering, databases, programming, and computing foundations, as well as my ongoing supervision of master's theses in Sweden and Pakistan. I will discuss how I have integrated student-centered learning strategies such as peer-led assessment, reflective journaling, and project-based assignments, and ask how such approaches can be re-imagined in the age of AI. I will explore three central questions: How do we ensure students develop deep, critical skills when AI can generate solutions instantly? How can AI become a partner in feedback and learning rather than a shortcut to answers? And how can teachers safeguard academic integrity while fostering creativity and innovation? The keynote will conclude with practical directions for educators and researchers: designing new forms of assessments, integrating GenAI tools responsibly into coursework, and preparing the next generation of software engineers not just to use AI but to question it, refine it, and lead its ethical application in industry and society.
Page(s):
23-23
DOI:
DOI not available
Published:
Journal: 4th International Conference of Sciences “Revamped Scientific Outlook of 21st Century, 2025” , November 12,2025, Volume: 1, Issue: 1, Year: 2025
Keywords:
Higher Education
,
Software Engineering
,
Generative AI
,
studentcentered learning
,
academic integrity
,
ethical AI integration