Chat Generative Pre-Trained Transformer (ChatGPT) has emerged as a powerful artificial intelligence (AI) tool with an aptitude to transform course design in higher education significantly. While ChatGPT's applications in education are substantially growing, its role in natural sciences, particularly in course planning and content generation among educators, remains underexplored. Therefore, this study addresses this gap by examining the initial perspectives of a cohort of five instructors (N = 5) who participated in a 5-day workshop introducing ChatGPT 4.0 for course development. Data collected from daily virtual group reflections and end-of-workshop open-ended surveys were triangulated and analyzed using the strengths, weaknesses, opportunities, and threats framework. The findings highlighted ChatGPT's strengths in enhancing course design efficiency, aligning content with faculty competencies, and facilitating professional development. However, they also identified key weaknesses, such as the risk of fabrication and the steep learning curve associated with mastering ChatGPT for course design. Additionally, opportunities to improve content quality that met the demands of 21st-century teaching and learning while supporting diversity and inclusivity in educational practices were also observed. Conversely, concerns regarding mental fatigue, over-reliance, and AI-generated content reliability were also expressed, underscoring the importance of skilled prompting and critical engagement with the generated content. Hence, it emphasizes the importance of AI literacy training in supporting the strategic integration of AI into traditional teaching methods while fostering continuous professional development for educators.