With the quick incorporation of generative AI into learning environments, students' learning experiences have been radically transformed in a way that the former passive technological aid became an active, and, at times, deceiving partner in the learning process. Although such rapid developments contribute positively to learning efficiency and accessibility, they pose serious concerns related to over-reliance, cognitive offloading, and low levels of learner autonomy. In this action research project, it is explored how 23 participants utilize generative AI and the effects of pedagogically grounded measures used in order to encourage reflective engagement with AI technology. Moving from a dependency model of human-AI interaction towards a more balanced relationship reveals that future success in the augmented work environment does not involve receiving high marks but rather mastering the critical thinking and reasoning skills necessary for navigating an augmented world.