This study explores the impact of generative artificial intelligence (Gen AI) tools on academic integrity in undergraduate tourism courses. Using a duo ethnography approach, it investigates how two tourism educators incorporated Gen AI into their teaching and assessment approaches. Central to the study was a learning activity where students critically evaluated assessment examples generated by Gen AI. This practice enhanced students’ understanding of Gen AI’s strengths and limitations, improved their critical thinking skills, and fostered their ability to use Gen AI responsibly. The study outlines essential strategies to mitigate academic integrity risks associated with the misuse of Gen AI: providing clear expectations for Gen AI’s role in assessments, fostering critical AI literacy by educating students on AI’s potential and pitfalls, and effectively communicating institutional guidelines for responsible AI use. These strategies facilitate open discussions and collaborative assignment design, effectively balancing technological advancements with ethical considerations (Bond et al.,2024). The findings reveal that recognizing students’ varied responses to Gen AI tools encourages thoughtful integration of AI in educational practices. This research offers practical insights for educators navigating AI integration in academic settings and contributes to the broader conversation on AI’s role in higher education, emphasizing the importance of maintaining academic integrity while harnessing AI’s potential.