This study aimed to understand how educators perceive and manage instances of AI-assisted academic dishonesty, and the strategies they employ to uphold academic integrity in their classrooms. Also, this employed a qualitative research design, specifically adopting a phenomenological approach, to explore the lived experiences of educators in addressing academic dishonesty in the era of artificial intelligence, with eight participants, all of whom are educators with experience in teaching in environments where AI tools are becoming increasingly prevalent. The findings of this study offer meaningful implications for educators, institutions, and policymakers as they navigate the challenges of academic integrity in the age of artificial intelligence. As AI continues to reshape the learning environment, the insights from faculty experiences reveal the urgency of redefining assessment practices, reinforcing ethical awareness, and building institutional frameworks that are both supportive and adaptable. These implications underscore the need for a shared commitment across stakeholders to foster a culture of integrity that goes beyond compliance one that empowers students, equips educators, and aligns institutional strategies with the realities of modern education.