The importance of artificial intelligence (AI) is growing, and thus higher education must reflect it. The qualitative research focuses on the implementation of AI in teaching. The target group was Czech students from master’s degree programme. They participated in an experiment that tested their ability to use AI and their awareness of its limitation. Students got instructions to undertake a task. Students had to write a critical essay about tourism policy. The evidence of the experiment was based on students´ outcomes (submitted essays) and on their interviews. The interviews revealed that students acquired valuable personal experience with AI, and they improved their digital competence as well. In general, they appreciated the opportunity to use AI in their learning. The key findings of the research are the prompt is essential – the more specific the prompt is the more quality answer students received; AI hallucinates – the more complex the task is the more often AI provides inaccurate outputs; the language of the prompt matters – prompts in native language (Czech) return text with misinterpretation (this is the worst limitation of AI). The most crucial finding for students is that they must be critical to AI responses and always check resources and references. AI is a good servant but a very bad master. From the teacher perspective, AI stimulates students’ attention and their engagement in learning.