In the context of current educational policy, which is focused on integrating artificial intelligence, and in particular so-called generative intelligence, into teaching methods, it is necessary to consider not only the potential applications of this technology but also its possible impact on the cognitive abilities of students. This study will provide an overview of the potential applications of LLM (Large Language Models) tools, such as ChatGPT or Mistral, and Claude, in the context of teaching. Instead, we will examine how students utilize these tools, the contexts in which they are used, and how they may potentially supplant the learning methodologies proposed by Bloom’s Taxonomy, for instance. Are we not in the process of questioning the very foundations upon which educational policies have been based since the 1960s? This study is nothing more than an observation of the creeping change in the way in which our students are learning.