Hong Kong academics are rapidly adjusting curricula in response to the increasing capabilities of artificial intelligence chatbots. Scholar Joseph Li, teaching in the emerging field of “public humanities,” exemplifies this trend, revising course designs almost every semester. The disruption affects both teaching methods and student learning approaches. This field uniquely blends cultural theory with community engagement, presenting specific challenges for AI integration. Universities are now confronting how to adapt to AI’s influence on higher education, balancing innovation with established pedagogical goals. The situation prompts broader questions about the future of teaching and assessment in a rapidly evolving technological landscape. This reassessment is occurring across multiple disciplines, not just within emerging fields like public humanities.