Abstract: This study explored the application of artificial intelligence (AI) platforms and their influence on education in higher learning institutions in Arusha region. The research objectives were to investigate attitudes towards AI from both students and lecturers and assess strategies to mitigate AI-assisted plagiarism. Grounded in the Technology Acceptance Model, the study adopted a mixed-methods approach using a convergent design to collect both qualitative and quantitative data. The target population included 2176 students, 104 course instructors, and 18 technology experts across six higher learning institutions, with a final sample size of 96 respondents. Data collection instruments included questionnaires and interview guides. Instruments were validated through expert and reliability (0.95 for SQ and 0.89 for LQ) was done through test-retest procedures in a pilot study. Descriptive analysis was used for quantitative data in the SPSS version 23 whereby tables were generated to aid the interpretation of data. For qualitative data, the analysis was in themes whereby the interview data was first transcribed and emerging themes were identified. Findings indicated a high level of AI integration in educational practices, positive attitudes towards AI from both students and lecturers, and effective strategies such as face-to-face presentations and plagiarism detection of software to combat AI-assisted plagiarism. The study concluded that AI is positively influencing education in universities and recommended further investment in AI education, ethical guidelines, continuous professional development for lecturers and student workshops to foster responsible AI use.The study recommends clear policies and guidelines for the ethical use of AI in academic settings.