This qualitative phenomenological study explored the lived experiences of faculty members and academic leaders regarding the adoption and integration of generative artificial intelligence (GenAI) technologies in higher education. Despite the rapid expansion and growing availability of GenAI tools, their effective integration into teaching practices remains inconsistent and poorly understood. Guided by Rogers’ Diffusion of Innovation theory, this study aimed to identify the motivations, perceptions, and challenges participants encounter when adopting and integrating GenAI technologies. Data was collected through in-depth interviews with thirteen faculty members and academic leaders from various U.S. universities actively engaged with GenAI tools. Findings revealed multiple factors driving adoption, including enhanced instructional efficiency, increased student engagement, and opportunities for pedagogical innovation. However, participants identified significant barriers such as the dynamic and evolving nature of GenAI, multi-level institutional complexities, emotional and psychological challenges, and alignment with professional identity. The study also critically examined traditional adoption frameworks and found significant gaps regarding dynamic innovation attributes, collaborative pedagogical co-creation, and adaptive implementation strategies. This research contributes to the development of an integrative adaptive framework specifically addressing the unique challenges posed by GenAI adoption in higher education. Recommendations include targeted institutional support strategies, professional development pathways that emphasize collaborative innovation and ethical governance, and policies that facilitate sustained faculty engagement and pedagogical transformation.