This study investigates the strategies for regulating the usage of AI chatbots in higher education to harmonize pedagogical innovation and cognitive skill development among graduate students. The study adopts a qualitative methodology that involves semi-structured interviews with 12 lecturers from 11 Zimbabwean universities. The findings reveal that although AI chatbots present opportunities to enhance learning experiences and cognitive skill development, their usage by graduate students presents challenges that require regulation. Negative perceptions of using AI chatbots by graduate students included cheating, plagiarism, and reduced interaction. Positive perceptions had research flexibility and cheapness. To regulate AI chatbot usage in higher education, lecturers employed active learning strategies and tailor-made coursework. At the same time, universities implemented Viva Voce and AI software detectors to discourage cheating and plagiarism. The study contributes to the literature on AI chatbots in education by highlighting the importance of cultural and social factors in their integration. The findings provide practical implications for educators and institutions in regulating the usage of AI chatbots in higher education, thus promoting cognitive skill development while avoiding their negative impact.