Faculty Development for the Integration of a Comprehensive Perspective on AI in Higher Education: LookAIHed, A Case Study

This article examines the integration of a critical and comprehensive approach to artificial intelligence (AI) in higher education, through the lenses of faculty development spaces and experiences to deal with digital transformation. The study is based on a case, the “LookAIHed” program implemented at the University of Padua, which aimed to enhance faculty understanding of AI as a socio-technical phenomenon. The intervention emphasized critical literacy, ethical awareness, and pedagogical innovation, guiding educators beyond basic tool usage towards reflective and context-sensitive applications of AI. The study employed a mixed-methods approach, involving workshops, collaborative learning design, and scenario analysis. While initial results showed faculty focusing on content creation and assessment with AI, the program gradually fostered deeper critical engagement. Participants began addressing higher-order thinking skills and ethical considerations, aligning AI use with institutional values such as academic freedom and experimental inquiry. Findings underscore the importance of supporting critical dialogue on AI integrations, through tactical spaces of faculty development. By prioritizing pedagogical intentions and ethical considerations, the professoriate can avoid AI instrumental usage and engage with technology through situated, strategical and political agency.