Artificial intelligence (AI) has recently emerged as an influencing factor in several parts of society, not least in the education sector. When it comes to learning and teaching in higher education (HE), the discourse around AI has often been about the dangers, such as cheating, that can be linked to the use of generative AI. In this paper, we explore how 37 Swedish university teachers reflect upon the pros and cons about using generative AI. The study is based on two round-table discussions with university teachers at two separate Swedish educational development conferences. The research questions posed are: How do university teachers perceive the integration of generative AI into teaching and what are their main concerns and expected advantages when it comes to the use of generative AI in teaching? and How can HE institutions support university teachers to use generative AI for pedagogical innovation in an efficient way, whilst maintaining academic integrity? Drawing from the framework on communities of practice, the reflections of the university teachers are discussed in relation to their shared domain of teaching and learning in higher education. By deploying a thematic analysis, the results of the study underscore the importance of promoting responsible AI use within the academic community and identifying strategies to support educators in transitioning towards a more AI-integrated approach to teaching.