The integration of artificial intelligence (AI) in higher education is attracting growing interest but remains limited in several fields, particularly engineering. Many teachers express a lack of training, unfamiliarity with the tools, or uncertainty about their relevant educational uses. This article presents a pedagogical training intervention designed to support the critical, progressive, and contextualized adoption of AI tools by higher education teachers. The goal is to strengthen their techno-pedagogical skills while helping them design practices adapted to their teaching environments. The approach uses hybrid instructional design that combines the ADDIE model with an immersive strategy centered on hypothetical case studies. These scenarios, which are fictional but realistic, confront participants with concrete dilemmas related to the use of AI (uncritical use of generative tools, plagiarism, bias, evaluation), which they must analyze, resolve, and discuss collectively. This active/reflective method draws on experiential learning (Kolb, 1984), authentic problem solving (Jonassen, 2000), activity theory (Engeström, 2000) and critical pedagogy (Freire, 1968). Expected outcomes include a change in perception, more informed use of AI tools, and the creation of transferable resources (scenarios, fact sheets, guides). The intervention thus aims to empower teachers to integrate AI in a pedagogical and ethical manner, adapted to the reality of their field of study, while interacting with their students as agents of change rather than mere recipients of technological innovation. In conclusion, the approach highlights the importance of active/collaborative training programs and sustainable institutional support to accompany a fair pedagogical transformation in the face of emerging technologies.