<p>Artificial intelligence (AI) is widely recognized as a transformative force in higher education, yet the term “AI integration” remains conceptually underdeveloped. As institutions increasingly adopt AI for teaching, learning, and administrative functions, it becomes urgent to clarify what integration entails. This article proposes a typology of AI integration consisting of three interrelated dimensions: (1) AI as pedagogical infrastructure, which includes tools and platforms that support instruction and academic operations; (2) AI as curricular or professional content, which concerns the teaching of AI-related knowledge and skills; and (3) AI as sociotechnical context, which frames AI as a structural and cultural force shaping educational norms and institutional values. Drawing on insights from educational technology, curriculum studies, and sociotechnical systems, the typology offers a structured lens to support intentional, reflective, and context-sensitive approaches to AI adoption in higher education. By identifying distinct assumptions and implications tied to each dimension, the article contributes to ongoing discussions about equity, ethics, and institutional change in the digital age.</p>