Generative artificial intelligence (AI) systems offer significant opportunities for education, while also posing risks like the unreliability of the generated content and potential misuses. We conducted an exploratory study with students in user experience design on a pedagogical approach that integrates generative AI into the curriculum while fostering critical thinking. Several activities were designed in which the learners produced and evaluated artificial content. Our preliminary findings suggest that, although such educational activities can enhance awareness of AI-related challenges, the design of generative systems interfaces tends to limit active learning. These results highlight the necessity of developing AI interfaces adapted to the educational context, interfaces that not only facilitate the use of generative systems but also actively support critical thinking.