Abstract

Integrating digital technologies into universities has transformed teaching and learning experiences, requiring educators to use systematic and rigorous reflective practice to evaluate and optimize their pedagogical strategies. This study examined the intersection between reflective teaching practices and the use of digital technology, including artificial intelligence, in university teaching. Through a thematic analysis, this study examined how educators employ technological tools, reflect on their educational decisions, and influence their ongoing faculty development. The results revealed that, under specific conditions, reflective practice is crucial for refining the practice and foreseeing the meaningful uses of digital technology in learning. The results also highlight the importance of colleague-to-colleague collaboration in supporting pedagogical innovation and enhancing instructional planning. This study extends the previous research on teachers’ reflective practice regarding the educational use of digital technology in a new academic environment, highlighting the relevance of integrating reflexivity into higher education faculty development to promote compelling and authentic educational technology adoption. © 2025 by the authors.