This study examines the integration of artificial intelligence (AI) chatbots within higher education, focusing on the early feedback from STEM faculty members in Lebanon, particularly in the context of their widespread use among students. As AI intersects with traditional scientific inquiry, its incorporation into educational frameworks introduces both opportunities and challenges. This research aimed to explore faculty perceptions of AI chatbot usage, assess the benefits and challenges of their adoption, and provide insights to inform AI integration strategies in higher education, particularly in developing countries like Lebanon. This study employs a mixed-methods approach, combining qualitative and quantitative data collection to evaluate STEM faculty members' perspectives on AI chatbots. Surveys were distributed via email to 30 STEM higher educators in Lebanon. The surveys included quantitative components (Likert-scale and multiple-choice) and qualitative open-ended questions to capture nuanced feedback. Faculty members demonstrated proactive engagement with AI tools, acknowledging their potential to enhance accessibility, improve efficiency, and support academic tasks. However, concerns about risks such as over-reliance, misinformation, and ethical dilemmas were raised. The findings underscore the need for AI-specific guidelines and greater AI literacy among educators to maximize benefits while mitigating challenges. AI chatbots present significant opportunities for advancing higher education but require careful integration to align with academic goals and preserve integrity. By emphasizing AI literacy and tailored guidelines, this study offers a roadmap for leveraging AI in Lebanese higher education and similar contexts in developing countries.