With the increasing use of artificial intelligence (AI) tools in higher education, educators are contemplating whether these technologies should be integrated into teaching and learning to improve efficiency, while also grappling with the ethical concerns surrounding their use. Some lecturers recognize the potential of AI to simplify research and course preparation but remain cautious about its impact on academic integrity. Despite the growing discourse, there is limited literature on the use of AI tools by tertiary educators, specifically in English Language and Literature courses in Jamaica and the wider Caribbean Community (CARICOM). This qualitative study aimed to explore the application of AI tools by lecturers in these courses, whether for generating course content or designing course activities, and to identify the most used tools. Data were collected through survey from 25 English Language and Literature lecturers across four teachers’ colleges in Jamaica. Preliminary findings reveal that lecturers have access to AI tools, which they use for diverse purposes, such as the generation of lecture notes and quizzes. Additionally, lecturers reported that AI tools not only save preparation time but also enhance content diversity and support their subject knowledge. However, concerns about the reliability of AI-generated content and the ethical implications of its use were noted. The results suggest that while there is a growing acceptance of AI among lecturers, with its ability to make the teaching and learning process more efficient and manageable, they remain cautious about its potential limitations.