Abstract
As Generative AI increasingly shapes the landscape of higher education, this study offers a novel wide-angle lens contribution by centering the underexplored perspectives of university teachers on the pedagogical implications of tools like ChatGPT. Adopting a qualitative descriptive approach, this study employed convenience sampling to target the views of 41 instructors at a leading English-medium university in Kazakhstan. The thematic analysis of their qualitative responses to open-ended survey questions probed for their views on how AI affects their teaching practices. Findings include the potential of AI to enhance both teacher and student productivity, contingent on its use as a complementary, not competing, tool. In contrast, challenges highlighted a lack of coherent institutional policies, along with concerns about the inaccuracy and opacity of generative models. Such issues, teachers reported, may heighten student temptation to misuse AI, resulting in diminished learning and increased teacher workload. The study offers original theoretical insights into AI integration in higher education from a teacher's standpoint and provides actionable recommendations for institutional engagement, including improved assessment design and targeted AI training for faculty and students.