The pedagogical ideas of R. Murray Schafer, linked to the concept of Soundscape, are relevant for addressing the challenges of music education in the 21st century. In this sense, it is necessary to reflect on the synergies of this concept in a context marked by the use of generative artificial intelligence (GenAI). Even though Schafer already used technology as a tool for sound creation, the emergence of GenAI (understood as a disruptive tool) may seem like a challenge for contemporary music education, since its use does not initially consider the active role of the environment, interaction with others (humans and nature), and the sense of community. Thus, this study aims to analyze the challenges and ethical considerations associated with the massive use of GenAI in music education, using Soundscape as a reference. The methodology is based on the analysis of music education curricula in Ibero-American countries, a review of the literature on Schafer's ideas, and an analysis of the use of GenAI tools in the music education classroom. The results show three emerging categories linked to: (i) the development of sensitive listening, (ii) the pedagogical-creative processes of sound selection and recording, and (iii) technology-mediated sound creation. Sensitive listening presents a dichotomy: it implies an active and ecological attitude towards the real sound environment, which contrasts with the immersive experiences that GenAI can offer. On the other hand, GenAI enriches creative processes by offering advanced possibilities for sound processing and editing, improving and democratizing the practice of sound creation and composition. In conclusion, traditional musical practices should not be replaced by GenAI, but rather complemented by them, especially since the connection between analog and digital environments promotes a personalized learning experience focused on the student and their abilities. It is still observed that educational curricula are not updated to include GenAI tools in musical practice, which requires teachers to take on the challenge of self-training. All of this is crucial for the ethical use of these tools, thus ensuring critical thinking, recognition of authorship, digital literacy (focused on AI), and knowledge of its limitations and benefits.