This article explores student perceptions of Generative Artificial Intelligence (Gen AI) in higher education, specifically in the elective course "Social Change, Technological Change" at Universitat Pompeu Fabra's engineering school. Data from a total of 94 students was collected during the academic years 2022-2023 and 2023-2024. A survey study was conducted to gather students' opinions based on the reading of the Guide for the Use of Gen AI, developed by the University of Tartu, Estonia.

The main content covered by the survey can be summarized as follows:
(1) General opinion about the Gen AI chatbot guide created by the University of Tartu.
(2) Points of agreement and disagreement with the guide, along with reasons for these opinions.
(3) Potential policies the student would implement regarding the use of ChatGPT in classes and assignments if they were the instructor, including suggestions on how they would modify their teaching approach in this context.
(4) Considerations for changes to the previously stated responses, given the individual reflection focus of the specific course.
Using qualitative methods with descriptive data analysis, the study investigates the evolution of attitudes towards Gen AI, particularly its ethical implications and applications such as ChatGPT.

The findings reveal a significant shift in student perspectives over the two academic years. Initially, concerns focused on ethical dilemmas and academic integrity due to the increasing use of Gen AI, echoing principles from the University of Tartu's guidelines on Gen AI chatbots. By the academic year 2023-2024, it was observed that there was a significantly greater acceptance of the potential of Gen AI to enhance creativity and innovation in education. This increased acceptance was contingent upon the ethical management of the technology and its ability to promote critical engagement among students and educators alike.

The study underscores the importance of integrating ethical considerations into the education of future engineers and technology professionals. It highlights Gen AI's capacity to positively influence higher education while advocating for responsible management of ethical challenges and the promotion of transparent practices in academia. Providing a nuanced perspective on student perceptions and adaptation to Gen AI in higher education, the research underscores both challenges and emerging opportunities in this dynamic field.

Regarding the implications of this study, it is necessary to consider that the object of study (uses of Gen AI in Higher Education) is still very incipient, the fact of collecting data and feedback from students through educational activity proposed in class is very relevant. This educational activity and the results obtained, will provide researchers with the opportunity to iterate the type of content and resources on the use of Gen IA in the educational resources and policies offered by the university.

Keywords: Generative Artificial Intelligence, higher education, student perception, ethics, ChatGPT, educational innovation.