This qualitative study examines the risks educators in Jordan face with the integration of ChatGPT, an emerging AI technology, into academic settings. While considerable attention has been given to risks affecting university students, there remains a gap in understanding the specific challenges encountered by educators themselves. Through semi-structured interviews with 27 academics from various Jordanian universities, key concerns emerged, including assessing assignment authenticity, managing increased workload for plagiarism detection, and navigating potential risks of job displacement. Theoretical implications underscore the need to fill existing literature gaps regarding the risks associated with AI integration in education, thereby enriching current frameworks on technological integration in academia. Practical recommendations advocate for enhancing plagiarism detection software, promoting ethical practices, and revising assessment strategies to foster critical thinking and reduce reliance on AI-generated content. Moreover, educators are encouraged to emphasize the unique human aspects of teaching, such as emotional engagement and personalized instruction, to mitigate risks associated with AI potentially replacing traditional teaching roles. Implementation of these strategies aims to create a supportive environment in Jordanian universities that not only addresses ChatGPT-related challenges but also leverages its potential to enhance educational outcomes. Acknowledging study limitations, including specific contexts and methodologies used, underscores the necessity for future research to explore diverse educational settings and methodologies. As AI technologies like ChatGPT evolve, further research remains essential for informed decision-making in Jordanian higher education to effectively manage risks.