The rapid expansion of artificial intelligence is evident in both everyday life and scientific and technological domains. In higher education, students increasingly rely on AI-based tools in a wide range of learning activities, including the study of mathematics, which plays a fundamental role in engineering education. This trend raises important questions regarding how artificial intelligence is used during the learning process and how its application may influence students’ approaches to problem-solving.

The presentation builds on the results of a survey involving approximately 250 first-year engineering students at the University of Miskolc. The survey aims to provide an overview of students’ general patterns of artificial intelligence use, as well as their AI-related practices in the context of mathematics courses. Rather than seeking to identify causal relationships, the survey serves as a starting point for an overview-oriented analysis.

Based on the identified usage patterns, the presentation examines methodologically grounded and deliberate ways in which artificial intelligence can be integrated into problem-solving processes. Problem-solving competence plays a central role in engineering education, as it forms the foundation of creative engineering work in later professional practice. As artificial intelligence becomes an increasingly prominent element of engineering environments, it is essential that students remain active participants in the thinking process rather than passive users who follow automatically generated solution patterns.

Without reflective engagement, there is a risk that reliance on AI-based tools may lead to superficial understanding and reduced cognitive involvement. These considerations are already highly relevant in foundational courses, including mathematics, where problem-solving is not merely about obtaining correct results but about developing structured reasoning, abstraction skills, and strategic thinking.

For this reason, special emphasis must be placed on the deliberate use of artificial intelligence. Instead of relying on uncontrolled solution-generating algorithms, AI should be employed in ways that support long-term learning goals, foster students’ cognitive development, and strengthen their ability to analyze, evaluate, and construct problem-solving strategies independently. Numerous studies suggest that artificial intelligence is more likely to support the development of problem-solving competencies when students remain active and reflective participants in the learning process, and when the technology serves to support rather than replace cognitive engagement.

In line with these findings, the presentation argues that engineering education—particularly in foundational courses—should emphasize teaching the deliberate and methodologically grounded use of artificial intelligence. Such an approach may not only positively influence short-term academic performance but also foster the development of long-term problem-solving and thinking competencies that are essential in rapidly evolving, AI-enriched engineering practice.