The increasing use of Generative Artificial Intelligence (GenAI) in education for academic research projects is reshaping how we acquire information and generate knowledge. Generative AI is defined as computational techniques generating content, such as text from training data, which drives significant skill changes. This raises the question of how GenAI prompts reskilling, involving both deskilling (reduced skill development) and upskilling (acquisition of new skills). The balance between these processes is crucial, as overreliance on GenAI in academic research projects could lead to a performance gap due to, for instance, diminished critical thinking. Semi-structured interviews with students using GenAI for their academic research projects provide insights into shifts in skill requirements and the implications for future academic competence levels. The paper outlines a potential skill gap and concludes that individuals’ motivational factors impact reskilling.