This study explores the implications and concerns associated with the use of artificial intelligence (AI) in higher education, specifically among social science students and teachers in the Netherlands. With AI's growing presence in various domains, its integration into educational environments promises significant benefits but also poses challenges. This research aims to understand the nuanced perspectives of students and teachers regarding AI, focusing on how it influences learning and teaching practices. Utilizing a qualitative approach, the study involves semi-structured interviews with participants from diverse backgrounds and varying levels of AI experience. By recruiting individuals from multiple universities and leveraging snowball sampling, the research ensures a broad range of insights. The interviews, lasting approximately 45 minutes each, are conducted both in-person and via digital platforms, accommodating participants' geographical and logistical constraints. The study's findings highlight the potential of AI to revolutionize education through personalized learning and administrative support. However, it also uncovers significant concerns, such as ethical issues related to biased algorithms, the impact on job security, and the fair assessment of students. Participants' attitudes towards AI vary widely, influenced by factors such as personal experience, perceived utility, and ethical considerations. The research underscores the necessity for comprehensive and clear policies to guide AI integration in higher education. It calls for targeted interventions to address ethical challenges, promote equitable access to AI tools, and ensure that AI applications enhance rather than undermine educational outcomes. By providing detailed subjective insights, the study contributes to a deeper understanding of AI's role in education, offering valuable recommendations for policymakers and educational institutions to navigate the complexities of AI adoption effectively.