Generative artificial intelligence (GenAI) is becoming more embedded across various sectors, including tertiary education. Consequently, universities are under increasing pressure to equip students with the skills necessary to engage with GenAI in their future professions. While GenAI technologies, teaching methods, and ethical debates continue to evolve, there is still limited understanding of how university educators practically use GenAI in their teaching. This study uses a phenomenographic method to investigate how faculty members perceive and integrate GenAI into their instructional approaches. Based on semi-structured interviews with 30 educators, the research uncovers a range of perspectives and applications of GenAI in the classroom. These differing views reveal significant qualitative differences that deepen our understanding of how educators are responding to GenAI in academic settings. The findings indicate that certain perceptions and pedagogical practices are more effective in helping students develop the competencies needed in today’s workforce. Moreover, the study provides insights that can guide academic leaders in creating meaningful support systems for faculty employing GenAI as an educational tool. By focusing on educators’ experiences, the research adds valuable knowledge to the broader discussion on GenAI’s impact on teaching and learning in tertiary education.