The rapid emergence of generative artificial intelligence tools, particularly large language models such as ChatGPT, has created both opportunities and uncertainties in aerospace engineering education. While these tools offer potential benefits for learning, research, and professional development, many educators and institutions struggle with how to integrate them responsibly into curricula. This paper presents practical experience from implementing generative AI education across multiple institutions and course contexts, with specific focus on aerospace engineering with some guidance, navigation and control topics. The paper describes the evolution of a mini-course on responsible generative AI use, from its initial implementation as a voluntary session to its integration into graduate-level orbital mechanics coursework and subsequent adaptation for faculty development at multiple universities including Politecnico di Milano. The primary contribution is a tested framework for introducing generative AI tools to engineering students and faculty, emphasizing responsible use, critical thinking, and practical applications in technical coursework. Some preliminary evidence from student projects demonstrates that properly guided AI integration can enhance learning efficiency in complex technical subjects including orbital mechanics and trajectory optimization, while maintaining academic integrity and fostering appropriate skepticism of AI-generated content.