While Computational Thinking (CT) has long been a foundational concept in computer science education, the increasing prominence of AI in modern curricula requires exploring if and how AI concepts can be incorporated into CT-based curricula. This study systematically examines the relationship between AI concepts and CT principles by analyzing five widely recognized AI educational frameworks. Key AI concepts are identified, categorized into thematic groups, and if possible mapped to CT elements. The findings reveal areas of convergence where AI concepts align with CT principles and areas where AI provides new dimensions to CT-based curricula. Based on this mapping, we present a case study analyzing a CT-based primary school informatics curriculum and showcase how it can be expanded to integrate AI concepts. The results provide insights into how educators can integrate AI into existing curricula traditionally rooted in classical CT, addressing both the technical and ethical dimensions of AI education. This paper contributes to the ongoing discourse on how AI can enhance and expand the scope of CT, offering a practical approach to the gradual integration of AI concepts within existing educational paradigms.