This study examines the artificial intelligence (AI) transformation of higher education, with a particular focus on the integration of Artificial Intelligence (AI) in teaching and learning. As institutions worldwide has adopted AI to enhance teaching and learning, the rapid pace of transformation has introduced challenges, including discrepancies among regions and institutions, ethical concerns, and shifts in professional and academic norms. Against this backdrop, this study addresses two key research questions: (1) How is AI being integrated into teaching and learning practices across different regions? (2) How do institutional factors influence educators’ and students’ perceptions of using AI tools for teaching and learning in higher education? To explore these questions, the study employs a mixed-methods approach, combining secondary data analysis of global survey responses with primary qualitative data from interviews with educators and learners at a university. However, the findings should be interpreted with caution due to several limitations: the secondary data are restricted to member universities of a global association, with European institutions overrepresented and reginal gaps in data; and the qualitative interviews were conducted at a single university with a small sample. Despite these constraints, the study provides valuable insights into the ongoing AI transformation of HEIs and the implications of AI use in teaching and learning.