Abstract
The integration of Artificial Intelligence (AI) into UK higher education is accelerating, yet pedagogical responses remain uneven and under-theorised. This study explores how lecturers and Postgraduate (PG) students at the Higher Education Institutions in London, experience AI's influence on teaching and learning within Business and Management programmes. Using the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative inquiry identifies institutional and pedagogical challenges through semi-structured interviews and thematic analysis on performance. Findings reveal a dualistic experience of AI as a tool for cognitive empowerment and efficiency, but also a source of ethical uncertainty, professional anxiety, and integrity risks. Critically, the study demonstrates that effective AI integration requires more than technical competence and it demands discipline-specific pedagogical strategies, institutional guidance, and ethical clarity. The paper contributes theoretical advancements by extending TPACK with institutional and ethical dimensions, offering a holistic model for sustainable AI adoption in higher education.