Even before the introduction of ChatGPT, educational research extensively examined the impact of advancing developments in Artificial Intelligence (AI) on everyday education (Schmohl et al., Künstliche Intelligenz in der Hochschulbildung: Chancen und Grenzen des KI-gestützten Lernens und Lehrens, Transcript Verlag, 2023). The use of AI in education has gained momentum during the COVID-19 pandemic, as educators turned to digital learning platforms and AI tools for online teaching. As a result, traditional classroom instruction in many institutions has increasingly integrated AI-supported systems like Microsoft Teams and Moodle. Integrating AI-based learning assistance systems into education is a subject of ongoing debate. These technologies can promote personalised learning, allowing learners to progress at their own pace and in their own learning methods. However, there are concerns that AI might weaken critical thinking skills. Specifically, the ability to analyse and reflect independently may be diminished by the possibility of having tasks and texts generated by AI in a short period of time. The debate about the use of AI in education is necessary and central to understanding the future of knowledge transfer. The focus is mainly on how knowledge is generated, conveyed, and acquired in the digital age. In the context of modern educational technologies—primarily through AI-supported tools like ChatGPT—the challenge arises to rethink the concept of knowledge. This article examines these issues through a case study from university teaching at the Business and Law School at Campus Hamburg.