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This study explores university educators’ attitudes, barriers, and learning needs regarding the adoption of generative AI in higher education. Using a mixed-methods approach, surveys from 70 educators and interviews with five programme directors at a university in the Netherlands reveal generally positive attitudes, especially towards content creation and personalised learning. However, actual use remains limited due to concerns about the reliability and ethics of AI-generated content, lack of pedagogical strategies, and insufficient training. Educators identified the need for professional development focused on evaluating AI outputs, addressing ethical concerns, and building adaptive expertise. These findings inform the design of university-level training programmes that prioritise transferable competencies such as digital (AI) literacy and critical thinking. The study also underscores the need for institutional support structures to enable responsible, effective generative AI use. Ultimately, generative AI should enhance rather than replace human-centred teaching, supporting creativity, critical engagement, and ethical learning in higher education.
Soleimani et al. (Mon,) studied this question.