The advent of GenAI made its impact in various domains, including Higher Education (HE). With a plethora of GenAI tools at their disposal, students increasingly utilize them to complete their tasks. This could lead to a significant impact on the student's learning abilities. In this paper, we examine the literature on the impact of GenAI on students’ learning processes. We conducted a small explorative study on the student use of GenAI in HE and observed tensions in GenAI-assisted learning concerning creative and critical thinking, and students’ senses of confidence and autonomy. Reflecting on these tensions from the perspective of both cognitive and affective learning domains of Bloom’s theory of learning reveals the areas where GenAI can help or hamper the learning process. We discuss the key issues related to critical affective pedagogy for GenAI-assisted learning and make suggestions for future research.