With the rapid advancement of technology and the expanding use of artificial intelligence (AI), extensive opportunities have emerged that are expected to fundamentally reshape orientations and approaches to educational practices in higher education, while simultaneously generating new challenges. Accordingly, examining the opportunities and challenges associated with the application of AI in higher education is of critical importance for developing appropriate strategies for its effective integration into educational processes. In this context, academics, as key agents in the implementation of teaching and learning activities, are well positioned to identify both the potentials and the limitations of this technology. Therefore, the present study aimed to explore academics’ attitudes toward the opportunities and challenges of using AI in education. This study adopted a qualitative research approach using a deductive qualitative content analysis strategy. Data were collected through semi-structured interviews. The study population consisted of faculty members and postgraduate students, who were selected using purposive and convenience sampling. Sample size was determined based on theoretical data saturation. The collected data were analyzed through systematic coding procedures. The findings revealed that, from the perspectives of faculty members and students, the opportunities and challenges of AI use in education could be categorized into three dimensions-affective, cognitive, and behavioral—based on the ABC attitude model; additionally, distinctions were identified across different educational contexts as reflected in the interview data. Overall, the results indicate that identifying academics’ attitudes toward the opportunities and challenges of AI in education constitutes a fundamental step toward the informed, responsible, and effective utilization