This paper examines students’ experiences with generative AI (GenAI) tools within educational contexts, with particular attention to how these tools affect both the accessibility and approachability of learning. Drawing on survey data, we explore students’ engagement behaviours—specifically, their willingness to seek help from GenAI tools versus traditional lecturers—as well as the underlying motivational factors that shape these behaviours. These include perceived immediacy, psychological safety, and comfort in seeking support. Our findings suggest that GenAI tools offer significant benefits when integrated thoughtfully into educational practice, enhancing student engagement and supporting individual learning needs. Importantly, students do not regard GenAI as a substitute for lecturers; rather, they view these tools as complementary resources that can augment their ability to interact effectively with teaching staff. This symbiotic relationship between GenAI and traditional education offers promising insights for the future development of inclusive and supportive learning environments.