  The increasing use of digital teaching and emerging technologies,
particularly AI-based tools, such as ChatGPT, is presenting an inevitable and
significant impact on higher education. The capability of processing and
generating text could bring change to several areas, such as learning
assessments or learning experiences. Besides the negative impact, i.e exam
cheating, we also see a positive side that ChatGPT can bring to education. This
research article aims to contribute to the current debate on ChatGPT by
systematic reflection and experience reported from nine bachelor IT courses at
a Norwegian university. We conducted inductive empirical research with
reflective notes and focused groups of lecturers from nine different IT
courses. The findings were thematically organized with numerous use cases in
teaching IT subjects. Our discussion highlights the disruptive implications of
AI assistant usage in higher education and emphasizes the need for educators to
shape this transformation.
