The use of generative AI in university teaching and its consistent curricular integration is still controversial in many countries. Although many universities have now developed frameworks and guidelines for dealing with generative AI in higher education, the focus is often on examinations and academic misconduct (HFD 2024). The scope for didactically integrating generative AI and anchoring it in the curriculum is only marginally addressed. However, this is neither in tune with the times nor the expectations of students, as a study by the Hochschulforum Digitalisierung (2024) shows. Students expect to be introduced to AI skills during their studies, but some of them still experience great fear of contact with teachers. In a first theoretical part, the fears of deprofessionalisation among university lecturers are therefore critically examined with regard to central professional criteria and possible effects on the professional self-image and the quality of teaching.

In the BediRa university development project, we offer a separate section for acquiring AI skills with our ‘Digital teaching and learning’ service portal. Here, we are developing didactic teaching-learning scenarios to encourage teachers to consistently incorporate generative AI. Two teaching-learning scenarios are presented as examples using teaching videos and the effects of integrating generative AI into social study programmes such as social work, childhood education and nursing science are discussed for both teachers and students. The conclusion emphasises the need for a balanced approach to the integration of AI into higher education teaching. While AI innovations have the potential to transform the educational landscape, it is crucial to preserve the professional principles and human component of teaching. This can be done, for example, through a stronger return to critical thinking in university teaching, as well as through participatory approaches, such as the students as partners approach.

Keywords: Generative AI, Higher Education Teaching, Critical Thinking.