This study aimed at examining the issue of digital plagiarism within EFL education across Korea, Mongolia, and China in the era of Artificial Intelligence, focusing on how AI technologies affect academic integrity. It investigated both learners' and instructors' perceptions of digital plagiarism, shedding light on the impact of cultural and role-specific factors. The research utilized 11 scenario-based survey items, categorized by the extent of AI usage, from direct to indirect use. Through a quantitative analysis of these survey items, the study uncovered variances in perceptions of digital plagiarism not only between nationality groups but also between instructor and learner groups within particular cultures. The findings highlighted the imperative for explicit policies, ethical guidelines, and pedagogical strategies that are culturally attuned to confront digital plagiarism and uphold academic integrity, especially in L2 writing education.