<![CDATA[The rapid adoption of generative artificial intelligence (GenAI) in higher education has shifted attention from whether lecturers use AI to how effectively they integrate it into teaching. However, existing research has largely emphasized AI literacy, competence, and technology adoption, providing limited explanation of the higher-order capabilities required to strategically coordinate AI with pedagogy. This study examines how Human–AI Co-Teaching Competence, AI Pedagogical Creativity, and AI Pedagogical Experimentation contribute to Lecturer Teaching Effectiveness through AI Pedagogical Orchestration Capability (AI-POC). A quantitative cross-sectional survey was conducted among lecturers from public and private universities in Indonesia, and the proposed model was examined using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that all three AI-related capabilities positively contribute to AI-POC, which in turn is positively associated with perceived teaching effectiveness. AI-POC also mediates these relationships, highlighting its central role in translating lecturers’ AI-related capabilities into coherent pedagogical practice. The findings suggest that effective AI-enabled teaching depends not merely on technical competence, but on lecturers’ capacity to strategically align AI with instructional objectives, classroom interactions, assessment, and professional judgment. This study extends dynamic capabilities and sociotechnical systems perspectives by conceptualizing AI-POC as a higher-order capability for AI-enabled teaching and offers implications for AI-oriented professional development in higher education.]]>
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