The integration of generative artificial intelligence (GenAI) in higher education is transforming traditional pedagogical approaches and fostering new models of teaching and learning. This study aimed to determine the extent to which university faculty members are applying, or are willing to apply, GenAI tools in designing and implementing educational practices, as well as their perception of students use of these tools in academic contexts. The current investigation draws on data collected through a survey that yielded a sample of n = 51 educator’s perspectives from diverse disciplines, including 33% from engineering, 55% from experimental sciences, and the remainder representing various fields in both the sciences and the humanities. It is worth noting that 57% of the respondents have more than 15 years of experience as university educators, providing valuable insight into the perspectives of seasoned professionals on emerging technologies. This work analyses the obstacles and challenges related to the use of GenAI in higher education, focusing on current attitudes of both students and faculty, teaching practices and implementation barriers.

The findings reveal that around 45% of faculty reported having used GenAI tools at least once, mainly to support the development of teaching materials, the design of assessments, or providing personalized student feedback. These applications suggest that GenAI is beginning to play a practical role in alleviating some of the workload burdens faced by faculty, particularly in areas that traditionally demand considerable time investment. In particular, many participants noted that in laboratory or practical sessions, teaching scripts and exercises are often updated sporadically due to time constraints and lack of creative resources. Here, GenAI was identified as a promising tool capable of generating innovative instructional content and enhancing the quality of practical learning experiences.

The research also studied faculty perceptions regarding student use of GenAI. The majority of respondents (98%) acknowledged that students are already employing GenAI tools, albeit often in ways considered inappropriate or not aligned with academic integrity standards. However, there is a persistent lack of awareness among educators about how students are engaging with these technologies. Furthermore, the survey responses highlighted broader challenges, particularly ethical concerns and the pressing need for institutional support to guide the effective adoption of GenAI. Faculty expressed apprehension about potential misuse, emphasizing the importance of establishing clear guidelines and robust ethical frameworks. Indeed, our results showed that there was broad agreement that, with appropriate regulation and clear recommendations, the use of GenAI by students could become a beneficial component of the learning process.

Overall, this study highlights GenAI’s dual role in higher education: it represents both an opportunity to innovate and enhance teaching methodologies and a challenge that necessitates thoughtful regulation, and institutional support. Rather than replacing educators, GenAI should be adopted as a strategic partner to promote inclusive, adaptive, and evidence-based teaching practices. Future studies should incorporate student perspectives through qualitative methods to better understand their experiences and co-develop effective, equitable strategies for GenAI integration in university settings.

Keywords: Artificial intelligence, higher education, university teaching, faculty perspectives, educational practices design, instructional innovation.