Artificial Intelligence (AI) has become widespread in Libyan higher education used by both teachers and students. Within language learning and teaching AI is used formally and informally in lesson preparations and planning, academic research, translation, feedback, even assessment and evaluation, transforming the traditional educational system into a challenging model struggling between the generated advantages and disadvantages of this machine assistance and human expertise. This paper offers a personal and critical reflection answering the research question: how do English language students of pre- and post-graduate studies and their professors at the University of Tripoli perceive AI's influence on language education? Data were collected through semi-structured interviews and reflective discussions involving forty students and ten instructors, allowing participants to describe their experiences with AI-assisted learning in authentic educational settings. This study was qualitative and the results based on it showed firstly, according to students, a positive aspects to words AI use in developing ideas, reducing four language skills learning difficulties and a fast feedback giver. Secondly, instructors interacted positively too in facilitating planning of the lessons and preparing the assessments and organizing and managing classrooms. Though they raised concerns about overdependence- academic integrity-privacy- and reduced critical thinking. According to these findings, instead of of treating AI as an enemy threating of replacing human abilities, the paper emphasized the necessity for balancing the usage of AI on the supervision of human decisions leaded by their independent thinking and critical AI literacy and academic voice. Keywords:........... Artificial Intelligence, Libyan Higher Education, Language Learning, Classroom Interaction, Cognitive Mediation, AI Literacy, Academic Integrity.