<p>This study investigates the impact of AI writing tools on the writing skills of 12th-grade students in the English language in the northern part of Palestine. It merges quantitative student survey data with qualitative interview data from students, teachers, and ICT coordinators. The purpose of this study is to provide context for AI that will help students and teachers improve their writing pedagogy. Results indicate that many students acknowledge that AI tools create better grammar learning, organize their ideas, and give them more confidence to write better. Yet students and teachers fear that artificial intelligence tools may encourage people to let robots do the heavy mental lifting, taking away the opportunity to think critically and creatively on our own. Teachers have emphasized the need for transdisciplinary training in the context of working with AI. The study underscores the imperative to provide educators with comprehensive knowledge on ethically directing students in their utilisation of AI, to uphold fundamental principles of learning and writing while honouring authorship and the broader objectives of education. It emphasises the imperative of empowering educators and making essential investments to improve their ethical awareness, while also addressing critical AI literacy to avert the replacement of the human component in education by AI.</p>