This study investigates college instructors' perspectives on integrating AI literacy into the curriculum at Palestine Technical University Kadoorie (PTUK). AI literacy is defined as the ability to understand, apply, assess, and responsibly use AI technologies. The study used a mixed-method approach, combining a 14-item questionnaire and 17 semi-structured interviews with 176 college instructors from nine departments. The results revealed that AI literacy is perceived as a weak element in the curriculum. Two main themes emerged from qualitative data: accomplishing educational goals and the lack of AI ethical guidelines and concepts. College instructors generally support AI literacy in the curriculum but express concerns about the absence of ethical guidelines and the need for more comprehensive AI education across disciplines. The study found that gender, technical skills, and academic rank influence instructors' perspectives on AI literacy integration. Female instructors and those with higher academic ranks and technical skills tend to have more positive views. The study recommends incorporating AI literacy into higher education curricula across disciplines, emphasizing the importance of ethical considerations and the need for a broader AI education. The study highlights the importance of AI literacy in preparing students for the digital age and the need for further research to explore AI literacy integration in diverse educational settings.This study investigates college instructors' perspectives on integrating AI literacy into the curriculum at Palestine Technical University Kadoorie (PTUK). AI literacy is defined as the ability to understand, apply, assess, and responsibly use AI technologies. The study used a mixed-method approach, combining a 14-item questionnaire and 17 semi-structured interviews with 176 college instructors from nine departments. The results revealed that AI literacy is perceived as a weak element in the curriculum. Two main themes emerged from qualitative data: accomplishing educational goals and the lack of AI ethical guidelines and concepts. College instructors generally support AI literacy in the curriculum but express concerns about the absence of ethical guidelines and the need for more comprehensive AI education across disciplines. The study found that gender, technical skills, and academic rank influence instructors' perspectives on AI literacy integration. Female instructors and those with higher academic ranks and technical skills tend to have more positive views. The study recommends incorporating AI literacy into higher education curricula across disciplines, emphasizing the importance of ethical considerations and the need for a broader AI education. The study highlights the importance of AI literacy in preparing students for the digital age and the need for further research to explore AI literacy integration in diverse educational settings.