The integration of artificial intelligence has created new perspectives on its role as a mediating tool in the teaching and learning process, particularly in engineering. The use of ChatGPT was studied to support the academic training of 20 students of Computer Systems Engineering (ISC) and Information Technology Management Engineering (IGTI) in a higher education institution in northeastern Mexico. The objective is to develop a theoretical approach to the use of ChatGPT in engineering education, based on the meanings attributed to it by students during their learning in the Object-Oriented Programming course. The study employs an experiential epistemic approach, from a qualitative methodological perspective, with a phenomenological-hermeneutic design, using focused testimonies and experience diaries as key data collection techniques. The GLATER model was applied for systematization and analysis of the evidence. Student testimonies revealed experiences and interpretations of the use of ChatGPT as an educational tool, reporting greater personalization in learning, and highlighting the clarity and accessibility of the information provided by AI. Others experienced stress and frustration, citing superficial understanding of concepts and less interaction with the teacher. The narratives indicated that AI integration changes the dynamics of teaching, prompting reflections on the teacher-student relationship and the balance needed between technology and human guidance for meaningful learning. ChatGPT emerges as a promising mediating tool to enrich educational experiences in engineering, supporting personalized learning and technological pedagogy. However, it also presents challenges, such as superficial teaching and potential social isolation. Thus, researchers propose teachers integrate AI effectively without considering it a substitute.