<![CDATA[As artificial intelligence (AI) continues to advance rapidly, the education sector faces an unprecedented challenge: the potential misuse of AI by students, particularly in higher education contexts. Current literature on AI predominantly addresses general perceptions and policy implications, whereas the misuse of AI tools has received limited scholarly attention. To fill the gap, the current study aims to examine how English lecturers perceive the use of AI in education and the strategies they employ to detect, mitigate, and address potential student misuse of AI tools. This study adopted an exploratory qualitative research design. Data were collected through an open-ended questionnaire completed by twenty-six lecturers teaching English-related subjects from diverse backgrounds. The responses were analyzed using thematic analysis. The results showed that lecturers generally showed a positive outlook on the use of AI. To detect AI misuse, lecturers generally combined human approaches with AI detection tools, such as using Turnitin, Undetectable AI, AI Content Detector, Copyleaks, and ZeroGPT, while also drawing on their knowledge of students' abilities from day-to-day teaching and comparing students' current work with their previous performance. To mitigate and handle AI misuse, they generally preferred to educate students on how to use AI responsibly. A key practical implication is that strengthening AI misuse education can be an effective, implementable strategy for mitigating AI-related risks while fostering students' responsible engagement with the rapidly evolving AI landscape.]]>
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