This qualitative study delves into specific university lecturers’ perspectives regarding the integration of ChatGPT, a sophisticated AI language model, into language education assessment paradigms. Through semi-structured interviews with 15 lecturers from diverse academic backgrounds, the research sought to understand the potential benefits, challenges, and ethical concerns tied to this technological integration. Thematic analysis was employed to categorize the participants’ insights into the three principal themes mentioned earlier. Notable findings indicate ambivalence toward technology, highlighting both its potential to enhance personalized learning experiences and concerns about over-reliance. Ethical considerations, particularly around academic integrity and data privacy, emerged as significant themes. Additionally, the need for specialized training in technology-driven assessment was underscored, along with concerns about ChatGPT’s inability to gauge the emotional nuances inherent in the learning process. The study also brought forth the need for harmonizing technology with established teaching methodologies, addressing equity in technological access, and apprehensions about the authentic assessment of students’ capabilities. The implications of these findings are multifaceted, suggesting the need for cautious optimism in adopting AI tools like ChatGPT in educational settings and providing clear guidelines for educators looking to integrate these technologies into their curricula.