This study presents a comprehensive examination of the applications, challenges, and strategies associated with the integration of natural language processing (NLP) technologies in university teaching. By employing qualitative analyses, including interviews, classroom observations, and document review, the study explores the diverse applications of NLP and its perceived effectiveness by teachers of different disciplines. The study revealed that 80% of the five teachers interviewed had employed NLP technology in their classrooms, with 60% of them deeming it effective in fostering student engagement. Nevertheless, considerable obstacles to the implementation of NLP were identified, including policy constraints, technological limitations, and resistance from educators. The study proposes that these obstacles can be surmounted through the provision of enhanced institutional support, the implementation of professional development initiatives, and the fostering of interdisciplinary collaboration. By elucidating the function of NLP in pedagogical innovation, this study contributes to the broader discourse on educational technology and pedagogy, offering insights that will inform future educational policy and practice.