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Artificial intelligence (AI) is becoming a strategic lever for transforming higher education, enabling personalized learning, pedagogical task automation, and greater accessibility. However, its integration raises key concerns related to ethics, algorithmic transparency, data protection, and the risk of deepening digital inequalities. This contribution, combining a systematic review of international literature (2015–2024) with a qualitative study conducted among Tunisian academics, reveals ambivalent perceptions of AI, balancing optimism for its potential with caution about possible risks. It proposes a framework for the responsible integration of AI into university teaching practices, ensuring a balance between technological innovation, human mediation, and ethical accountability. The ultimate aim is to define the conditions for an inclusive, sustainable, and transformative educational transition, positioning AI as a catalyst for academic success and institutional renewal.