This study analyzes how Upper Secondary students at the Centro de Estudios Científicos y Tecnológicos No. 1 of the Instituto Politécnico Nacional incorporate Generative Artificial Intelligence (GAI) into their learning process during the 2024-2025 school year. The main objective was to identify how these tools are used to complete school assignments, what benefits they offer when applied critically and creatively, and the risks associated with uncritical or dependent use. A mixed-methods approach, descriptive and exploratory in nature, was employed, including surveys and interviews with 50 students from different semesters. The results show an almost universal adoption (97%), highlighting that GAI has become an everyday resource for completing academic tasks. Perceived benefits include time optimization, immediate access to explanations, and the ability to personalize the study pace. However, significant risks were identified: technological dependency, loss of intellectual autonomy, and the tendency to use GAI as a substitute — rather than a support — for independent thinking. A notable finding is that students recognize different types of specialized GAI tools depending on the nature of the task: from automated text generators to code generators, mathematical tools, and graphic resource creators. This diversity opens the door to more dynamic learning opportunities, provided there is clear pedagogical guidance. The lack of teacher support, on the other hand, fosters mechanical and superficial use. It is concluded that, when used judiciously, GAI can be a strategic ally in strengthening students’ creativity, critical thinking, and autonomy. To achieve this, it is essential to design educational strategies that promote the responsible use of these tools, training teachers as guides capable of transforming the pressure to pass into a genuine motivation to learn