We examine the integration of artificial intelligence (AI) into teaching practices in higher education (HE) at a private university in Mexico, using a mixed-methods, exploratory-descriptive approach. Faculty members who participated in AI-related training were surveyed to assess their use of AI tools. Findings indicate that AI is primarily used for content creation and administrative tasks, with perceived benefits including enhanced teaching quality, increased student engagement, and improved access to resources. However, gaps persist in areas such as ethical awareness, institutional support, and structured training. Key faculty competencies include integrating AI into educational platforms, developing data literacy, and understanding the ethical implications of AI. While there is interest in further training, actual participation in follow-up activities remains low due to institutional and logistical barriers. These findings not only highlight local challenges but also reflect broader trends across Latin American higher education systems, where the rapid adoption of AI often outpaces strategic integration and readiness. The results evidence the need for professional development programs that extend beyond technical skills to encompass ethical, pedagogical, and strategic dimensions, thereby promoting a thoughtful and equitable adoption of AI in HE.