This study, conducted by a public university in Hong Kong, examines qualitative feedback from 305 academic staff who attended AI-focused seminars and workshops on Generative Artificial Intelligence (GenAI) in education, analysed through the Technological Pedagogical Content Knowledge (TPACK) framework. Analysis of responses—comprising approximately 56% STEM and 44% non-STEM participants—reveals significant patterns in how educators conceptualise AI integration. While STEM and non-STEM faculty demonstrated similar distribution patterns across TPACK categories, qualitative differences emerged in their conceptualisations, with STEM expressions emphasising technical precision and quantitative applications, whereas non-STEM responses demonstrated greater disciplinary heterogeneity and contextual adaptability. Two significant cross-cutting themes extended beyond traditional TPACK boundaries: ethical/policy considerations and professional development logistics, with faculty consistently emphasising ethical dimensions as inseparable from implementation and expressing preferences for sustained, experiential, and collaborative engagement structures. These findings suggest that effective AI faculty development requires intentionally integrative frameworks that scaffold toward sophisticated knowledge integration and embed ethical considerations throughout for sustained engagement so as to create differentiated yet interconnected pathways that respect disciplinary contexts while fostering cross-disciplinary collaboration.