A recent study led by Cédric Naudet, an associate professor in educational sciences at the INSPE of Créteil, examined the use of generative artificial intelligence (AI) tools among students at a comprehensive high school in a Parisian suburb. The research found that 81% of the students already use these AI tools, with a quarter of them using them on a regular basis. Generative AI refers to software that can create text, images, or other content based on user prompts, often used for tasks like writing essays or solving math problems. The study highlights that while the use of generative AI is common among students, how they use it differs significantly. Some students, especially those who are more academically motivated, use AI as a cognitive aid. They ask the AI to rephrase complex ideas, challenge their understanding by posing questions, or help them develop a plan for completing a task. This approach suggests that these students are using AI as a tool to enhance their learning and critical thinking. In contrast, other students primarily use generative AI to find quick answers or to complete assignments without fully grasping the underlying material. For these students, the AI may serve more as a shortcut, potentially helping them avoid the challenges of understanding difficult topics rather than addressing them directly. This difference in usage raises questions about how generative AI impacts student learning and whether it supports deeper understanding or merely provides easy solutions. The findings of the study offer insight into the varied ways students engage with AI in their academic work. As generative AI becomes more integrated into education, the study underscores the importance of understanding how students use these tools and the potential effects on their learning processes.