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.

翻译：以ChatGPT和GitHub Copilot为代表的大型语言模型（LLMs）正日益融入专业工作流程，重塑着软件工程实践。这些工具降低了代码生成、解释与测试的成本，同时将新型自动化引入常规开发任务。相比之下，当前大多数软件工程与计算机工程课程仍固守将手动语法生成等同于技术能力的传统教学模式。这种日益加剧的错位引发了关于评估有效性、学习成果及基础技能培养的深刻关切。本文采用概念研究方法，提出了一个理论框架以分析生成式人工智能如何改变软件工程核心能力，并构建了融合LLM的教学设计模型。研究特别关注土耳其的计算机工程教育体系——其中央集权式管理、大班教学模式及应试导向的评估机制放大了上述挑战。该框架系统阐释了问题分析、设计、实现与测试等环节如何从代码构建逐渐转向批判性验证、有效性评估及人机协同治理。此外，本文论证了传统以抄袭检测为核心的诚信机制已显不足，亟需向过程透明化模式转型。本研究虽为课程调整提供了结构化方案，但仍属理论探索；文末指出需开展纵向实证研究，以评估这些教育干预措施及其对学习成效的长期影响。