Context: Requirements Engineering (RE) is a key yet often challenging phase that demands a good understanding of stakeholder needs, domain, elicitation methods, and documentation practices. Teaching RE is challenging due to the complexity of technical processes paired with critical soft-skills. Role-playing is a common and efficient technique in RE Education (REE), strengthening students’ comprehension of stakeholder interaction and requirement elicitation. The quality and consistency of traditional role-playing are nevertheless susceptible to instructor’s facilitation abilities, students’ role-playing capabilities, and the dynamic of each group. Objective: The emergence of Generative AI (GenAI) and subsequent Large Language Models (LLMs) has introduced new opportunities, for providing tailored support, to students beyond conventional learning resources. However, the potential of LLMs for REE has not yet been explored. Method: In this paper, we explore how LLMs can be used to teach RE concepts. We have conducted a pilot study, with forty-six students, to explore teaching RE concepts and developing pedagogy in REE by assigning role of co-analyst to the LLM. Results and Conclusions: Our results show that the use of LLMs helps students understand problems from various perspectives, providing a realistic view of the underlying complexities and alternative solutions for the RE tasks.