This project explores how teaching AI-use can accommodate students’ varied prior AI-experiences while supporting meta-reflection. Drawing on different didactical approaches, a 45-minute lesson was developed and evaluated with 30 master’s students. The lesson included a presentation on potentials and challenges of AI-use and a scaffolded exercise using Copilot. The exercise focused on skills in both mechanical and reflective AI-use. Findings highlighted the need for differentiated instruction and focus on critical thinking. Findings also supported the feasibility of tailoring generic AI-related presentations and exercises to specific content areas. Therefore, this project may inform broader integration of teaching AI-use in higher education