This study explores the pedagogical integration of generative artificial intelligence (AI) in the context of communication education, focusing on a structured experiment conducted with undergraduate students enrolled in a course on digital content production. The objective was to examine the co-creative potential of AI—particularly ChatGPT—as a tool for assisting students in the ideation, revision, and optimization of short essays intended for digital publication. The methodology involved a multi-stage process: manual composition of essays, digital transcription (with or without optical character recognition), AI-assisted correction, SEO-oriented optimization, and self-documentation via personal blogs. Each stage served not only to enhance the formal quality of the texts but also to foster reflective engagement with the writing process. AI was additionally employed as an evaluator, scoring each version of the essays based on orthographic, syntactic, and structural criteria, alongside their potential for digital visibility. The results suggest that AI functions effectively as a cognitive partner in writing tasks, improving textual clarity, structure, and discoverability. More importantly, the project fostered the development of key digital competencies, including algorithmic literacy, editorial judgment, and trans literacy. However, the study also highlights limitations in the use of AI as an evaluator, notably its lack of transparency and explainability in assessment logic. Overall, the experiment demonstrates that with careful instructional design, AI can serve as a meaningful pedagogical ally—supporting creativity, promoting critical awareness, and preparing students to navigate a media ecosystem increasingly shaped by synthetic content and algorithmic mediation.