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The increasing use of digital teaching and emerging technologies,particularly AI-based tools, such as ChatGPT, is presenting an inevitable andsignificant impact on higher education. The capability of processing andgenerating text could bring change to several areas, such as learningassessments or learning experiences. Besides the negative impact, i.e examcheating, we also see a positive side that ChatGPT can bring to education. Thisresearch article aims to contribute to the current debate on ChatGPT bysystematic reflection and experience reported from nine bachelor IT courses ata Norwegian university. We conducted inductive empirical research withreflective notes and focused groups of lecturers from nine different ITcourses. The findings were thematically organized with numerous use cases inteaching IT subjects. Our discussion highlights the disruptive implications ofAI assistant usage in higher education and emphasizes the need for educators toshape this transformation.

Generative AI in Undergraduate Information Technology Education -- Insights from nine courses