This study examines the perceptions and readiness of English for Academic Purposes (EAP) faculty at a multicultural university in the UAE to integrate Generative Artificial Intelligence (GenAI) into their teaching practices. Employing a qualitative case study approach, the research explores faculty perspectives through digital written interviews to understand the complex interplay between technological acceptance and pedagogical integration within a diverse educational setting. The findings reveal a spectrum of faculty attitudes towards GenAI, categorised into three main themes: Optimistic Integration, Cautious Acceptance, and Resistance and Scepticism. Faculty demonstrating Optimistic Integration perceive GenAI as a transformative tool that enhances educational delivery, personalises student learning, and automates routine tasks. Conversely, those with Cautious Acceptance recognise GenAI′s potential benefits but express concerns about ethical implications and the potential for technology to undermine academic integrity. The third group, exhibiting Resistance and Scepticism, focuses on the potential negative impacts of GenAI, including depersonalisation of education and loss of faculty jobs. The study underscores the need for robust faculty development programmes that address both the technological and pedagogical dimensions of GenAI. These programmes should promote understanding and skills necessary for the effective integration of GenAI, considering the institution′s multicultural and diverse linguistic backdrop. By aligning GenAI implementation with educational goals and ethical standards, the findings aim to guide policymakers, curriculum developers, and educational technology designers in fostering environments that leverage AI to enhance teaching effectiveness while respecting diverse academic needs.