The use of artificial intelligence tools is currently increasingly common, causing changes in teaching-learning processes, generating debates in the educational sector about its utility. Proving to have benefits and advantages, however, there are still gaps in how artificial intelligence tools should be used in education. This research aims to analyze student perceptions of using Generative Artificial Intelligence tools, specifically ChatGPT, in teacher-led activities and propose ways to integrate them into class. A pre-test and post-test were conducted with experimental and control groups, consisting of higher education students in management and business fields. The main results reflect that, after the intervention, students increased their knowledge level and frequency in the use of ChatGPT. The confidence in creativity and business plans, collaborative work, learning process and business plan proposals improved, as well as the recognition of the relevance of the pedagogical knowledge skill. The main limitation of the research is the small sample, which opens the doors to future research that explores the benefits of its use in education.