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The emergence of generative artificial intelligence (GAI) has given rise to diverse narratives about its transformative potential in higher education. Despite widespread speculation about how GAI might change teaching and learning, there is a significant gap in understanding how GAI artefacts are perceived in educational practices, particularly from the perspective of university teachers. This study investigates how GAI mediates teachers’ practices and reconfigures professional roles. Drawing on post-phenomenology and technological mediation theory, we focus on university teachers’ experiences and perceptions of GAI in higher education. Twenty-four university teachers participated in workshops involving assessment exercises with GAI-generated outputs, followed by focus group interviews discussing the challenges and opportunities posed by GAI. Findings reveal that GAI prompts teachers to reassess established practices, particularly in relation to assessment, while confronting ethical concerns regarding fairness, trust, and quality. Teachers described their initial engagement with GAI as transformative yet challenging, as they navigated uncertainties about their roles while prioritising students’ learning and development. By capturing teachers’ voices during this pivotal period, the study contributes to the growing body of research on AI's role in higher education and provides a nuanced understanding of its impact on teaching and learning.
Farazouli et al. (Mon,) studied this question.