This study investigates engineering students’ perceptions of AI-assisted writing, thinking, and feedback within a CDIO-based curriculum. Using an open survey, the research examines how students interact with AI tools for tasks such as brainstorming, structuring reports, and improving writing quality, while exploring where cognitive engagement occurs. The study finds that AI is primarily used as a supportive tool for organization, drafting, and clarity, rather than a replacement for human reasoning. Students report that critical thinking and conceptual learning occur mainly during prompting, reviewing, and reflecting on AI-generated outputs. Feedback is most effective when it emphasizes reasoning over text quality, and students value interactive, authentic assessment methods such as oral exams, live demonstrations, and lab work. These findings align with CDIO principles, highlighting the need for competency-based learning that integrates technical knowledge, professional skills, and reflective thinking. Overall, the results underscore the importance of designing curricula that support student ownership of learning and active reflection, ensuring AI serves as a learning enhancer rather than a replacement for human thought.
