Generative Artificial Intelligence (GenAI) is increasingly being deployed in the communication professions to produce texts, still or moving images, in particular. As an inherently unstabilized technology, subject to significant external influences and endogenous risks (copyright, privacy), its teaching raises the question of the relevance of the content taught: will what is valid today still be valid in a few days? How can we guarantee the critical reflexivity and responsible, ethical practice that are essential when the black box miraculously produces results and allows to “save time”? In order to highlight the challenges of appropriating the GenAI mode of operation in university training, we carried out a “reversed classroom” experiment where the learners had the mission of building training on “the art of the prompt” intended for their teachers in ways to leverage their digital literacy while keeping them in the academic form. A second group produced a reflexive framework in the form of a white paper putting these uses into critical and ethical perspective.