It is essential to equip students with the necessary skills to carry out their future professional work in business environments where they will need to interact with artificial intelligence (AI), fostering not only AI literacy but also the development of a critical and ethical perspective on its use (Sharma in ShodhKosh: Journal of Visual and Performing Arts, 2024. https://doi.org/10.29121/shodhkosh.v5.i2.2024.3781 ). Studies show that the implementation of AI in subjects related to the business world promotes deeper learning, increases productivity, and prepares students to navigate an evolving labor market (Ganguli in International Journal of Advanced Corporate Learning (iJAC) 18, 64–76, 2025). This paper presents how AI has begun to be introduced in various degree programs at the Faculty of Economics, Business, and Tourism of the University of Alcalá to facilitate the learning of both AI tools and course content. The experience took place during the 2024/2025 academic year across three different subjects and involved 119 students (60% first-year, 40% third- or fourth-year). A large language model (LLM)-type AI was primarily used. All the courses followed a gamified flipped classroom methodology, so the integration of AI served as a reinforcement for acquiring the course competencies and provided a more personalized learning. For many students, it was their first contact with AI, while others were able to explore more advanced applications due to prior experience. Ethical considerations and the responsible use of this technology were addressed in all groups. The results have been very positive, both from the students—who were enthusiastic and highly engaged—and from the instructor who implemented the experience.