Generative Artificial Intelligence (Gen AI) is making its impact on all levels of education. However, these tools must be used with caution, and it is up to instructors to teach their students responsible use of Gen AI. Therefore, there is a need to understand views of teaching staff on how to integrate Gen AI into education to maximize its pedagogical value and mitigate problems associated with the use of these tools. Focusing on higher education (HE) and applying phenomenological enquiry, this study explored possibilities of using Gen AI in teaching and learning as perceived by HE educators. The data was analyzed through the lens of the SAMR (Substitution, Augmentation, Modification, and Redefinition) framework. Although majority of the interviewees are still in the "exploration" phase, some interesting findings came to light on adopting text-based GPTs for simulating workplace interactions and associated challenges. In view of the mainly "trial and error" approaches to adopting Gen AI to teaching, it is crucial to learn from staff who experiment and grow to coordinated adoption of these tools capitalizing on their capabilities. While looking at the opportunities of Gen AI use in HE, this study also emphasizes barriers to integration of these tools as perceived by teaching staff.