Artificial Intelligence as a Cognitive Scaffold in First Year Computing Education

The rapid adoption of artificial intelligence tools in higher education has raised significant questions about their role in student learning, particularly in introductory computing courses. While concerns persist that AI may replace conceptual understanding or encourage
surface learning, this paper argues that artificial intelligence can function effectively as a cognitive scaffold when appropriately integrated into first year computing education. Drawing on cognitive load theory, scaffolding theory, and contemporary educational technology
research, this paper proposes a framework for ethical and pedagogically aligned AI use that supports novice learners without undermining foundational conceptual development. The paper analyses the benefits, risks, and design principles required to ensure AI acts as a support mechanism rather than a substitute for learning.