This compact collection examines how generative AI is affecting teaching and learning in four contrasting disciplines: engineering, management, linguistics and psychology. Empirical case studies, surveys and experiments explore attitudes toward AI, critical thinking, self-regulated learning and the use of ChatGPT in language education. Its discipline-specific evidence is a welcome alternative to generalized claims about transformation. The coverage is selective rather than comprehensive, and readers seeking an institution-wide implementation guide will need to look elsewhere. For instructors, instructional designers and academic developers, however, it provides grounded examples of how students and teachers are actually encountering AI. Focused, evidence-informed and useful.