The rapid integration of generative artificial intelligence (GAI) into higher education has prompted concern about its neurocognitive effects on students. This article introduces PANEG (Neurocognitive Analysis Processes in Generative AI Environments), an educational adaptation of the Montreal Cognitive Assessment (MoCA). PANEG reframes MoCA dimensions as academic tasks embedded in GAI use, such as monitoring coherence in AI-assisted essays (attention), reconstructing information after prompts (working memory), and critically comparing multiple outputs (abstract reasoning). The framework seeks to evaluate how these interactions influence executive functions, including attention, memory, reasoning, inhibition, decision-making, and cognitive flexibility. Validation is planned through a quasi-experimental pre/post design with control groups, integrating quantitative measures (digital MoCA, surveys) and qualitative data (interviews, cognitive load). Beyond diagnosis, PANEG proposes pedagogical interventions that foster critical engagement while preventing overreliance, thus preserving autonomy, creativity, and reflective judgment. This study marks the first step of a broader program aiming to inform adaptive learning environments and institutional policies that promote cognitive autonomy, inclusion, and justice.