The recent development of generative artificial intelligence (AI) has led to new opportunities to change pedagogy in the classroom, especially in the field of higher education. This paper will discuss how generative AI will transform teaching and learning processes through the identification of its opportunities, challenges, and future prospects. A qualitative research design was adopted, and the data were gathered in semi-structured interviews involving 20 participants, both undergraduate students and university lecturers with experience using the generative AI tool, ChatGPT. The results indicate that generative AI can be used to improve personalized learning and student engagement; it can be used to increase teaching efficiency through real-time feedback and adaptive support. Nevertheless, the research also points to some essential issues, such as the problem of academic integrity, the excessive use of AI, and the possible deterioration of the critical thinking abilities of students. These results bring to the fore the dual nature of generative AI as an enabler and disruptor in learning situations. This research work has a contribution to the literature as it is providing a balanced and integrative point of view that correlates the empirical findings with the theoretical frameworks such as constructivism and the Technology Acceptance Model. It also suggests implications and recommendations to educators and institutions, such as the necessity to implement AI integration in a pedagogically controlled manner, reform assessment plans, and AI literacy creation. In general, the research highlights that the effective implementation of generative AI requires not only technological prowess but also considered pedagogical planning and institutional preparedness, which can be used as informative in the future of education in the digital era.
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