Artificial intelligence (AI) tools are rapidly transforming how undergraduate students learn, solve problems, and make decisions in educational and professional settings. On one hand, AI systems are increasingly able to generate solutions and explanations, and to offer students new opportunities to enhance their learning through reflection, exploration of their ideas, and a deeper understanding of technical content. On the other hand, students' use of these tools may also weaken their independent problem-solving abilities and decrease their accountability for decisions they have made. Such decreased accountability is a threat to the values of the engineering profession. This project will explore the ways that AI use in engineering education is changing the professional formation of engineers considering engineering students' abilities to regulate their own learning, exercise sound judgment, and take responsibility for complex decisions. Researchers will explore how undergraduate engineering students learn to balance human judgment with AI assistance over time, exploring how students develop trust in AI tools, determine when to rely on or challenge AI-generated outputs, and maintain responsibility for decisions in AI-supported problem-solving contexts. The project will generate evidence-based guidelines and policy recommendations to support the responsible integration of AI tools into engineering education to strengthen students’ metacognitive awareness, ethical reasoning, and problem-solving autonomy. These outcomes will help educators, curriculum developers, and policymakers prepare engineers who can work effectively and responsibly with intelligent technologies. By modeling how students develop judgment, accountability, and cognitive flexibility in AI-augmented learning environments, the project will help prepare a technologically skilled and ethically grounded engineering workforce capable of addressing complex societal challenges, supporting the national interes