In a constantly changing environment, it is the responsibility of educators to help students prepare for high-quality employment and contribute value to companies. Digital tools such as artificial intelligence can enhance university education by updating study materials, provided they are used responsibly. AI allows for an enriched approach to teaching and knowledge transmission. However, the emergence of Generative Artificial Intelligence (GAI) tools has sparked concern and debate among educators regarding their impact on student learning, teaching, and assessment. Generative AI and AI, in general, offer new opportunities for academic creativity, productivity, and inclusion, potentially enhancing the quality and quantity of academic work. However, their use raises concerns about academic integrity, plagiarism, and breaches of intellectual property rights. AI may complement or even replace some roles of educators, providing tools that could facilitate or replace students’ efforts to improve their academic performance. AI is a transformative technology that brings both opportunities and risks. The disruption it causes emphasizes the need to review and reform teaching and assessment practices, exploring its benefits while mitigating associated risks. Ensuring ethical and effective use of AI requires transparency, integrity, and responsibility to foster a research culture grounded in shared values.

The Educational Innovation Group Innovatio Educativa Tertio Millennio (IETM) of the Universidad Politécnica de Madrid (Technical University of Madrid) is actively developing an educational innovation and teaching quality improvement project titled “Strengthening Knowledge and Ethical Use of Artificial Intelligence in the University Environment”. This paper addresses the results obtained from reflections and analyses related to the question of how the role of the teacher is changing with the introduction of AI tools and how their actions are being reshaped as a result of the rapidly increasing use of generative AI tools by students.

Traditionally, teachers have been the main source of knowledge in the classroom. However, AI tools that provide explanations, correct assignments, and personalize exercises are shifting this role. Teachers are no longer the “sole expert” but act as validators of the information students obtain from these tools. In this new context, teachers become Learning Facilitators, guiding students to interpret, reflect on, and apply what they learn with more personalized support. AI also frees up time, allowing teachers to become Content Curators, selecting and adapting materials that best meet students’ needs while ensuring the ethical and pedagogical quality of AI resources. Teachers’ mentoring role is reinforced, providing emotional, motivational, and critical-thinking support that AI cannot offer.

In an increasingly digitalized university setting, it is crucial to explore new ways to leverage digital tools and promote the ethical and responsible use of Artificial Intelligence (AI) to ensure inclusive and equitable learning while enhancing the university learning experience. The use of AI in education does not replace the role of the teacher—it transforms it. For a positive change, an active, critical, transparent and ethical engagement maximizes the potential to improve both the quality and equity of higher education.

Keywords: Artificial intelligence, Generative AI, education, university, teaching, learning, digital tools, academic integrity, ethical use, responsible AI, higher education, academic performance, transparency, integrity, inclusion, innovation, assessment, teaching practices, educational reform, digital transformation.