With incredible speed, AI tools have become widely available and are used as naturally as if they had always been there. Academic teaching is by no means unaffected. There is an old adage that says, 'No pain, no gain.' There are good reasons why students have to make an effort in their course of study. Occasionally, they also have to push their limits, entering new territory. Knowledge and insights acquired individually in courses promote the formation of learning constructs that can lead to the development of solutions in various situations, even in completely different conditions, step by step. Outsourcing these experiences would mean that dealing with more complex problems in the future might have to be done with restrictions due to the reduced wealth of experience. Even when using navigation systems, it is highly useful to know how to handle map materials, such as orientation and contour lines, and to be able to critically question certain suggestions. In academic courses, it is therefore all too tempting to use AI-based text generation tools almost unthinkingly - as if it were magic. After all, in the course of advanced studies, the tasks set gradually become more complex by their very nature. Ultimately, it is not a 0/1 question - to use or not to use. Rather, it is a matter of considering how assignments can be designed and learning outcomes realised. The end of ongoing developments is by no means in sight. Therefore, it seems all the more important to consider how to implement novel tools.