While artificial intelligence has existed for decades, generative artificial intelligence (GenAI) tools like OpenAI’s ChatGPT, have quickly risen to the forefront of transformative technologies in education. The role of GenAI tools in education is currently a contested topic in educational settings. While these tools offer exciting possibilities, they also pose significant risks and ethical challenges. Meanwhile, guidelines for using or avoiding GenAI in educational settings are in their developmental infancy. This article addresses my evolving perspectives on GenAI as a university professor, focusing on the opportunities and challenges it presents for teaching, learning, and research. Drawing on the media theories of McLuhan and Postman, as well as current AI research, I discuss the benefits, risks, and ethical complexities associated with GenAI’s rapid adoption in education, and I emphasize the need for transparency, equity, and a balanced approach to innovation. The aim of the article is to stimulate critical dialogue and to help inform the development of GenAI Guidelines for universities.