The present study set out to evaluate the impact of an educational intervention on artificial intelligence (AI) on the knowledge, skills and ethical considerations of architecture students. A descriptive methodology was employed, with a total sample of 319 students and a pre-experimental design that included an experimental group (n = 26) and a control group (n = 19). The experimental group participated in AI training, with a pre-test and post-test design used to measure the effect of the intervention, while the control group was only assessed with the pre-test. Statistical tests, including the Wilcoxon test, were used to analyse the differences between the pre- and post-intervention scores of the experimental group. The findings revealed a substantial enhancement in the experimental group’s AI knowledge following the intervention, accompanied by advancements in both technical proficiency and ethical considerations (p = 0.000). In contrast, the control group exhibited no significant alterations. The experimental group demonstrated a progression from the “Beginner” level to the “Expected Performance” and “Excellent Performance” levels, with a particularly noteworthy enhancement in the ethical dimension. The findings of this study underscore the efficacy of incorporating AI-related educational interventions into higher education curricula to enhance students’ technical aptitude and ethical reasoning capabilities.