This article draws upon a professional development course intended to promote innovation in higher education through generative technologies. The course aimed to assist university educators in developing both technical and critical forms of understanding related to emerging AI tools. Advanced AI generative technologies and its applications in pedagogy was the central theme of the course. It incorporated machine learning basics, natural language processing, prompt designing, and content creation across media. Particular attention was paid to how these technologies could improve learning through tailored information delivery, personalized interactive feedback, and creativity in teaching. Apart from the technical side, participants grappling with concepts of educational AI were encouraged to explore social and ethical issues, which guided responsible examination of the use of AI within educational contexts. Collaborative work, case discussion, and individual reflection were used as the main activities. Participants used ChatGPT, Gemini, and Copilot for lesson planning, resource creation, and student participation. In their final reflections, participants reported increased confidence in employing digital strategies, openness to novel pedagogical frameworks, and an emerging understanding of the implications of artificial intelligence in educational settings. The results indicate that, when adopted with careful consideration, generative technologies have the potential to positively contribute to pedagogical practices in higher education. Instead of supplanting current practices, they provide additional avenues for facilitating learning, nurturing creativity, and addressing multifaceted student needs. This initiative adds to the continuing conversations on the evolution of pedagogy and andragogy in relation to technology.