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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.