The purpose of this study is to examine the sociology education system in Indonesia from the perspective of Cyborg Education 7.0 and the role of intelligent blended agents (IBAs) in fostering computational behaviour and design thinking to fill the gap in computational literacy and design thinking that has developed as a result of ineffective teaching methods, limited access to modern devices, and memory-based education. This study used a quantitative correlational design. The population of this study was 295 undergraduate students, and a sample of 37 randomly selected participants were students studying sociology in their fifth semester. To find out how computational behaviour relates to design thinking, we used IBM SPSS 26 to analyse the data obtained through structured questionnaires and observations using Pearson correlation coefficients. Students’ ability to solve problems creatively was enhanced by having stronger computational skills, as indicated by a strongly positive relationship (r = 0.739, p < 0.01) between computational behaviour and design thinking. According to descriptive data, students’ confidence in using AI tools like Monica AI and ChatGPT made them smarter, more knowledgeable about society, and better at their jobs. This study finds how IBA can facilitate new learning experiences and connect sociological educational theory and practice, adding to the conversation around AI-enhanced education. The findings emphasise the importance of using AI-powered systems to enhance computational thinking and design skills to solve difficult sociological problems, such as migration, inequality, and Cybersocialisation. We can maximise the benefits of computational behaviour by strengthening teacher training, incorporating AI-powered technologies in the curriculum, and stimulating critical thinking. More advanced AI helps with higher-order thinking skills, and future studies should look at the long-term effects of IBA in different educational settings.