The introduction of generative artificial intelligence (GAI) has sparked discussions in higher education about its implications. While GAI offers new ways of acquiring knowledge, concerns about plagiarism and changes in the role of educators have emerged. Using semi-structured interviews, I explore faculty perceptions of GAI and its impact on educators’ professional identity. Findings reveal perceived opportunities for efficient knowledge acquisition and risks such as data quality and loss of personal development. Educators’ roles are evolving toward critical guardianship, emphasizing the importance of guiding students in information acquisition and evaluation. The study contributes to the understanding of the transformative effects of GAI in higher education and highlights the evolving professional identity of educators.