The study investigates the pilot verification of the role of AI-powered tools like ChatGPT, Perplexity, and Gemini in enhancing reading comprehension and critical thinking skills among students in history and literature courses focused on Anglophone cultures. These tools provide personalized explanations and foster diverse text analysis, increasing awareness of gender biases and inequalities in canonical works. The research, based on workshops employing the design thinking principles (Plattner -- Meinel -- Leiffel, 2011), aims to engage Generation Z students, also known as the Homeland Generation (Carter, 2018). Zeers are often considered a "non-reading" generation as they address their digital preferences. Design thinking principles are employed to facilitate students' active participation in content creation. The workshops emphasize the dual roles of AI tools and educators, with teachers guiding students to navigate potential AI biases while promoting independent critical thinking skills. The methodology includes AI-assisted reading exercises, literary analysis, and searching for historical facts, encouraging students to engage with gender and transgender themes. The authors highlight the neurological risks of passive AI tool use, referencing Stranský (2023), stressing the importance of maintaining cognitive engagement. Preliminary findings indicate improved vocabulary and writing style among a third of participants, though grammar improvement remains limited. Therefore, it is crucial to form Zeers and raise Alphas and upcoming Betas to prevent generational degeneration. As these generations are digital natives, avoiding technology is impractical. Consequently, teachers must guide them on how to use AI tools wisely and integrate them effectively into the educational process. Careful integration of AI-assisted activities alongside traditional instructional methods can empower students to engage more deeply with course materials and recognize gender as a crucial lens for interpreting literary and historical narratives. [For the full proceedings, see ED665357.]