AI in Higher Education Through Complex Lenses: Bridging Knowledge Management and Faculty Development

This chapter explores complexity while integrating artificial intelligence (AI) in higher education by bridging faculty development (FD) and knowledge management (KM). Grounded in a postdigital perspective embracing the idea of technology as a socio-technical and pervasive presence in organizations, it examines how generative AI technologies can transform academic practice when approached beyond an instrumental use. Through a case study at the University of Padua, the Teaching4Learning (T4L) program is presented as a model of institutional innovation, fostering communities of practice, reflective pedagogy, and ethical engagement with AI. The chapter emphasizes that AI integration demands more than technological adoption; it requires cultivating faculty agency, professional identity, and collective care as forms of postdigital complexity. By aligning FD with KM, the program facilitates critical literacy, supports active learning, and addresses ethical challenges linked to AI, such as academic integrity and environmental impact. The LookAIHEd intervention, the case we analyze, illustrates how structured training, collaborative reflection, and institutional narratives shape meaningful AI engagement. Findings highlight the tension between superficial technological adoption and deeper pedagogical transformation, and advocate for AI integration grounded in institutional values, inclusive knowledge sharing, and sustained faculty support. The study concludes by framing AI as a complex phenomenon that requires critical engagement to foster ethical, equitable, and context-sensitive educational futures.