Digital transformation has become a central priority for higher education institutions across Europe, with blended learning environments (BLEs) as core approaches that integrate online and face-to-face modalities. Artificial Intelligence (AI) is increasingly applied within these environments to support learner autonomy, personalised guidance, and adaptive media use. However, AI adoption often remains fragmented and reactive, raising challenges related to ethics, equity, and pedagogical coherence. This paper proposes that AI integration in blended courses should be understood as a maturity process, guided by the European Maturity Model for Blended Education Plus (EMBED+). Focusing on the course level, we examine two key dimensions where AI plays a significant role: Blended Learner Guidance and Use of Media and Tools. Using a conceptual mapping procedure, we align AI applications with four maturity stages: ad hoc, deliberate, reactive, and embedded. Findings indicate that the educational value of AI depends less on technical sophistication than on intentional design and development, informed refinement, and adaptive deployment. At early stages, AI tools are used inconsistently and often without guidance, while higher maturity levels demonstrate systematic integration, responsive learner support, and inclusive, adaptive media design. By framing AI adoption as a developmental trajectory, the study provides a shared language and reflective framework for researchers and practitioners to support coherent, sustainable AI-enhanced blended learning environments.