<p>This study investigates the integration of Artificial Intelligence (AI) into university teaching through the lens of the Intelligent-TPACK framework, emphasizing the interplay between AI knowledge, pedagogical strategies, and ethical decision-making. Using a two-phase mixed-methods approach, we first quantitatively examined how university educators' AI proficiency influences their pedagogical and content knowledge. The results showed that while AI literacy strengthens instructional capacities, it does not automatically translate to a holistic Intelligent-TPACK framework unless supported by ethical and pedagogical components. The second phase involved qualitative interviews to explore how educators navigate AI-driven instruction, address ethical concerns, and make informed instructional decisions. The findings reveal that while educators appreciate AI’s potential for personalized learning and real-time feedback, they remain concerned about algorithmic bias, transparency, and over-reliance on automation. The study underscores the urgent need for structured AI literacy programs that integrate technological, pedagogical, and ethical training. By fostering interdisciplinary collaboration and establishing ethical AI guidelines, universities can ensure that AI serves as a pedagogical enabler rather than a replacement for human-centered instruction.</p>