Rapid advances in artificial intelligence (AI) are reshaping higher education, yet the field of occupational therapy (OT) lacks clear standards or guidance for its use in instruction and learning. Faculty in OT programs are encountering AI tools with curiosity and caution but little formal preparation or policy direction. This qualitative capstone study explored how OT educators are experiencing and integrating AI within their instructional practices through the central research question: How do OT faculty describe their experiences using AI in OT education? Two secondary questions supported this aim: What perceived benefits and challenges do OT faculty encounter when incorporating AI into their teaching practices? And how do OT faculty integrate AI tools into curriculum design, instruction, and student assessment?
