This article explores the perceptions and experiences of lecturers regarding the usage of generative artificial intelligence (AI) in higher education, focusing on a case study conducted at a small Swedish university. Through an online survey distributed among the teaching staff, the study investigates the benefits, challenges, and implications of incorporating generative AI (e.g. ChatGPT, Copilot, etc.) into teaching and learning processes. The findings highlight the perceived advantages of AI, including time-saving features, personalized learning experiences, and quick response mechanisms for both teachers and students. However, concerns regarding the lack of human interaction, quality control of information, privacy issues, and implications for examinations are also raised. The study underscores the importance of adapting pedagogical approaches and formulating ethical and legal guidelines to ensure fair and effective use of AI in education. Additionally, it emphasizes the need for teacher training and support to navigate the evolving landscape of AI technology in higher education. Overall, the research contributes to a deeper understanding of the opportunities and challenges associated with integrating AI into educational practices and suggests avenues for future work and policy development in this domain.

Keywords: Artificial Intelligence, AI, ChatGPT, ICT, Higher Education, Educational Software.