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Given the various options of new AI tools, and a general push towards AI integration in daily life, the use of AI in higher education is inevitable. Yet, if it is misused (e.g., plagiarizing essay), it will downgrade critical thinking. This fallacy is what being feared the most by the educators as questions about mitigating misuses of AI tools are always asked in seminars without definitive answers. As such, this research aims to provide insights on the level of English lecturers’ self-efficacy in preventing and handling the possibility of students’ AI tools misuse, and how English lecturers mitigate and handle the possibility of students’ AI tools misuse. Descriptive by nature, a questionnaire was distributed to 26 lecturers. The preliminary findings indicate a moderate level of self-efficacy among the lecturers. Several strategies are used: doing personal approach, comparing tasks, and using AI content detector. Additional interview is planned to further elaborate.

AI; misuse; lecturer’s self-efficacy; preventive and handling strategies