The integration of artificial intelligence (AI) in higher education is both a transformative opportunity and a profound challenge, reshaping pedagogy, ethics, and institutional priorities. This paper addresses the question: What support do faculty need to engage confidently with AI in higher education? Drawing on qualitative reflections from three faculty-focused sessions at Uppsala University, Sweden, the study highlights the diverse reactions of faculty, ranging from resistance and ethical concerns to curiosity and cautious experimentation.

The study employs a reflective qualitative methodology, synthesizing observations, post-session reflections, and informal feedback from sessions designed to explore AI’s role in teaching, assessment, and supervision. This thematic approach revealed patterns of faculty engagement, including apprehensions about data privacy under Europe’s General Data Protection Regulation (GDPR), ethical concerns about AI use, and challenges aligning traditional assessments with AI-enhanced learning environments. Faculty also expressed concern that AI could foster superficial learning by bypassing critical cognitive processes. However, structured dialogue and hands-on exploration of AI tools facilitated productive engagement, prompting participants to reimagine assessment strategies that emphasize creativity, problem-solving, and authentic learning outcomes.

Findings highlight the critical role of institutional support in overcoming these barriers. Tailored training, transparent policies, and discipline-specific approaches were consistently identified as essential. This study offers five actionable recommendations to help faculty integrate the use of AI in higher education:
(1) develop clear institutional policies on data privacy and ethical AI use;
(2) invest in AI literacy training for faculty that provides practical, discipline-relevant experience;
(3) foster collaborative learning environments through peer-led and interdisciplinary initiatives;
(4) design process-oriented assessments that emphasize reflective practices and critical thinking;
(5) embed AI literacy into curricula to prepare students for an AI-driven future.
These measures combined can empower educators and students to navigate AI’s complexities while safeguarding academic integrity and creativity.

This research highlights the transformative potential of responsible AI integration in higher education by addressing its ethical, practical, and pedagogical dimensions. It advocates for a balanced approach that aligns innovation with the enduring values of academic integrity, creativity, and rigorous pedagogy. This approach empowers faculty and students to navigate the complexities of an AI-driven educational landscape, ensuring that AI serves as a tool to enhance rather than undermine the foundational principles of education.

Keywords: AI in education, higher education, Artificial Intelligence, AI literacy, academic integrity, faculty development.