The rapid development of generative artificial intelligence (AI) has significantly reshaped the landscape of higher education, challenging institutions and educators to rethink learning, teaching, and assessment models. While tools such as ChatGPT and Gemini have seen widespread adoption, their integration into coherent pedagogical frameworks remains limited, especially within the context of cooperative learning. This paper investigates how generative AI can be positioned as a pedagogical agent within cooperative learning structures that emphasize positive interdependence, individual accountability, promotive interaction, social skill development, and group processing. Through a qualitative and thematic literature review of empirical studies and theoretical models, the chapter explores the opportunities, challenges, and ethical implications of human-AI collaboration in group-based learning environments. It argues that the meaningful integration of AI requires not only technological innovation but also value-conscious pedagogical design to ensure inclusive, reflective, and equitable learning in the digital age.