Generative AI Integration in Higher Education Teaching: Reflections and Experiences Based on Technological Pedagogical Content Knowledge (TPACK) Model

This study investigated how college faculty integrate generative AI (GenAI) tools into their teaching practices, focusing on their reflections through the Technological Pedagogical Content Knowledge (TPACK) lens. Results revealed that GenAI integration transforms all three TPACK domains. In content knowledge, teachers emphasized the need to critically assess AI-generated material, signaling a shift toward AI-informed disciplinary expertise. In pedagogical knowledge, participants used GenAI to personalize instruction, enhance assessments, and create new forms of student engagement, while maintaining a strong emphasis on human connection and academic rigor. In technological knowledge, faculty demonstrated adaptive use of GenAI, distinguishing between AI's generative capabilities and the pedagogical judgment needed to guide them ethically and effectively. Ethical concerns surfaced around dependency, authenticity, and integrity. This underscores the need for thoughtful integration that aligns technological possibilities with pedagogical intent and content accuracy. Overall, successful GenAI use occurred when teachers actively blended all three knowledge areas, not when relying on technology alone. These results affirm the evolving relevance of the TPACK model and highlight the need for ongoing, values-driven faculty development.