Abstract: The research work investigates the Cooperation Paradox, a situation wherein faculty members recognize the application of artificial intelligence (AI) in designing the curriculum but feel hesitant about cooperating with AI adoption due to ethical, identity, and equity-related concerns. A convergent parallel mixed-methods approach is adopted for the research, wherein qualitative research methods, such as interviewing, have been utilized to understand the complexity of the issue, whereas quantitative research methods, such as surveys, have been applied for data analysis purposes. A framework for determining the level of cooperation and resistance of the faculties to AI adoption has been designed, which differentiates among levels of cooperation, from passive to active cooperation.