This chapter presents the results of a survey conducted among 53 first-year Economics students enrolled in a Mathematics course at University of Alcalá (2024–2025), focusing on their use of artificial intelligence (AI) in academic contexts. The findings reveal that 98.1% of students use AI for learning, with ChatGPT, DeepSeek, and Gemini being the most commonly cited tools. AI is applied across various subjects, particularly in Mathematical Analysis and Economic Statistics. Students identified AI as most helpful in supporting cognitive skills such as understanding, analyzing, and creating, based on Bloom’s Taxonomy. Its use is less frequent for remembering and evaluating, indicating that students prefer to engage personally with tasks requiring memorization and critical judgment. In mathematics, AI is primarily used to understand problem-solving processes and obtain results, with fewer students using it to generate new exercises. The distribution of students’ grades approximates a normal curve, with most scores falling between 4 and 6. Students rated both their own and their instructors’ AI proficiency at a medium–high level, suggesting a shared perception that AI contributes positively to learning. Ethical considerations were also explored. While 58.5% of students admitted to using AI due to poor time management, many emphasized its role as a support tool rather than a replacement for personal effort. Students expressed concern about overreliance and the potential impact on originality and learning outcomes. Overall, the chapter concludes that AI is a valuable educational resource when used responsibly. It enhances comprehension, supports creativity, and improves efficiency, while requiring ethical awareness and critical engagement.