The use of artificial intelligence (AI) in higher education teaching and learning is a topic of significant importance. Similar to the widespread adoption of calculators in the 20th century, educators initially had reservations about allowing their use in the classroom. However, they eventually recognized that calculators could free up valuable time for students to concentrate on problem-solving and real-world applications rather than repetitive calculations. Likewise, educators in higher education nowadays should recognize the potential of AI to enhance student learning outcomes, tailor instruction to individual needs, and save valuable time that can be directed towards guiding students to achieve deeper levels of understanding. Extant literature has shed light on specific AI tools and techniques for classroom instructions but is largely fragmented without a clear guidance on how these innovations can be cohesively integrated into broader educational strategies. To address this research gap, this paper proposes a comprehensive framework that explores how AI can be systematically integrated into classroom settings in higher education, with a keen focus on effective strategies to enhance faculty pedagogy and student learning outcomes.  The proposed framework includes six key components: curriculum redesign, personalized learning pathways, faculty development in AI proficiency, ethical governance, global collaboration, and dynamic assessment and feedback mechanisms. Specifically, curriculum redesign powered by generative AI improves content creation by automating the development and customization of educational materials. This ensures that the content remains current and highly relevant. Personalized learning pathways adapt to the evolving needs of students to help them remain engaged and also empower them to steer their learning journey effectively. The availability of virtual tutors equipped with AI capabilities is increasing, promising to individualize learning experiences and offer tailored support to students through customized explanations. Faculty development in AI proficiency provides critical support to the other components. This proficiency helps faculty effectively integrate AI into their teaching pedagogy and adjust assessments in the context of AI presence. Ethical governance plays a crucial role in ensuring the responsible use of AI technology in higher education. This component tackles ethical concerns such as plagiarism, bias, data privacy, transparency, and accountability. It also strives to provide fairness and equal access to AI-assisted learning for all students. Global collaboration leverages AI tools to connect faculty and students across borders. Recent advancements in AI-powered real-time translation break down language barriers and facilitate cross-cultural exchanges of diverse perspectives. AI tools also support virtual teamwork among students from different countries and provide more inclusive learning environments. Dynamic assessment and feedback mechanisms allow for continuous, real-time evaluation of student performance. These AI-driven mechanisms provide immediate and personalized feedback that helps students identify areas for improvement promptly. They also adapt to individual learning progress by providing tailored support and adjusting task difficulty accordingly through ongoing feedback loops. This paper further examines the intricate relationships and dynamics among these framework components. It provides both theoretical contributions by offering a comprehensive framework for AI adoption in higher education and practical insights for educators seeking to implement AI tools in their classrooms.

Keywords:

Artificial intelligence (AI), generative AI, higher education, pedagogy