Artificial intelligence is increasingly being implemented across a wide range of fields, transforming sectors that once seemed unreachable by automation and computational processing. In this context, generative artificial intelligence is emerging as a disruptive tool in the creative industry, enabling the materialization of complex ideas through the generation of concept-based images. In the field of architecture, its integration could enrich creative processes and offer new opportunities in architectural design education. However, the success of its implementation depends on the perceptions and opinions it generates among students, an aspect that remains underexplored. Specifically, this was the objective of the present study: to analyse architecture students' perceptions of the use of generative artificial intelligence as a support tool in academic projects. To achieve this, 35 students participated in a semester-long experimental program of architectural projects, integrating this technology into their design process. The methodology included the administration of questionnaires at the beginning and end of the semester, using a Likert scale from -5 to +5 to evaluate three key dimensions: utility, novelty, and relevance. Initial results showed a high level of interest in the use of this tool. By the end of the semester, a significant increase in perceived utility was observed, highlighting the students’ positive assessment of generative artificial intelligence's ability to facilitate rapid design iterations and enhance conceptual exploration. These findings underscore the positive impact of this technology as an educational innovation. The study provides evidence of the pedagogical benefits of integrating generative artificial intelligence into the teaching of design disciplines, opening new possibilities for its broader implementation. The study may be of interest to researchers focused on the development and implementation of these technologies as well as educators in creative disciplines.

Keywords: Architectural education, generative artificial intelligence, student perception, educational innovation, higher education.