Several studies and experiences have shown that Generative Artificial Intelligence (GenAI) can have a positive impact on education when implemented correctly since it allows adapting the teaching-learning process to the individual needs and preferences of each student, providing resources and activities tailored to their level of knowledge, learning style and rate of progress. Although there are ongoing debates about whether tools like ChatGPT truly enhance learning, some studies suggest that they can be effective when used as tools to foster critical thinking in educational scenarios. To this end, GenAI tools were implemented in the development of specific deliverables within a challenge-based learning context involving agri-food and biotechnology students at the Universitat Politècnica de València. Deliverables involved searching for information, performing calculations, and drafting an abstract based on the revision of selected manuscripts, among others. Students were required to complete these tasks using both GenAI tools (ChatGPT, Copilot…) and traditional methods, reporting back on the prompts, comparing the results obtained and providing their opinion on the advantages and disadvantages of each approach. Among the advantages, the immediacy of the responses and the resulting time savings in completing these tasks stand out. On the other hand, the drawbacks include the inaccuracy of the answers or the need to carefully refine the prompts to obtain accurate results.

Keywords: Generative AI, Challenge Based Learning, critical thinking.