Generative artificial intelligence has recently emerged as a crucial player in revolutionizing teaching and learning, especially in higher education institutions. Tools such as ChatGPT are now available to assist users in improving their academic writing and tackling complex prompts. Despite the immense potential of generative AI tools in transforming teaching and learning in higher education institutions, there is a lack of literature on specific pedagogical approaches that instructors can use to effectively integrate these tools in developing economies' higher education institutions. This study adopts a constructivist learning theory and an inductive qualitative research approach to address this knowledge gap. Our findings provide empirical evidence on how instructors in developing countries' higher education institutions can enhance their pedagogical approaches by integrating AI tools into their academic activities.