With the advent of ChatGPT and other artificial intelligence (AI) tools, students have a new instrument that can create writing samples for them, making it easy to violate academic integrity. A constructivist grounded theory multiple-case study was conducted to address faculty perceptions of ChatGPT as a tool for learning and teaching instead of a threat to academic integrity. This study investigated the perception of academic integrity and ChatGPT by online general education faculty members who teach courses with writing assignments. The study was conducted using three methods of data collection, coding of data, constant comparative analyses, and a theoretical conceptualization. A survey was administered to 45 online general education faculty members in the initial coding stage. After the initial coding stage, 11 one-on-one interviews were conducted with faculty members from various disciplines. The interview data was used to further analyze faculty's perception of ChatGPT as a threat or opportunity and uncovered additional perceptions for focused coding, mainly the ethical aspect of ChatGPT as a tool to violate academic integrity and the expectations of higher education facing the use of artificial intelligence, such as ChatGPT, as a tool for learning. The final data collection method was a focus group with four participants, to further delve into faculty members' perceptions of how ChatGPT can be a threat but should be a tool for learning and teaching. The resulting theory of navigating the impact of AI on education provides a guideline for how instructors, administrators, and other stakeholders in education can address the use of ChatGPT in the classroom ethically and to meet the expectations of their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]