In recent years, artificial intelligence (AI) has become the focus of scientific research, partly because of its revolutionary impact on a number of fields, and partly because of the questions it raises and the mysteries it entails. Nevertheless, this revolutionary impact on higher education remains silent. Indeed, although the integration of AI in this field is promising, it’s not without challenges. As any integration of new technology is a change, it is natural to have contradictory reactions of adherence or resistance. In this context, the aim of our article is to explore and evaluate the drivers of support for the adoption of AI, on the one hand, and the sources of resistance to this integration, on the other. To this end, we study the reaction of higher education teachers in a higher school and a university towards the integration of AI. To this end, we adopt a mixed-methods approach combining an exploratory qualitative study via a focus group to validate the factors, and a quantitative study to assess the most decisive factors. Our analysis is based on: a conceptual study, a content analysis for the focus group and a statistical study using Python. The results of our study show that 80% of teachers recommend the adoption of AI, the main factors behind this position being: time saving (70%), ease of use (67.8%) and improved quality of materials (64.6%). The main factors of resistance are lack of training (68.6%) and technical difficulty (68.2), data reliability (66.8%) and ethical concerns (65.4%).