Integrating AI ethics into computing education is gaining traction, especially among communities advocating for responsible computing. Yet despite growing recognition, implementation remains inconsistent. In this study, we explore how university-level computing educators perceive the role of AI ethics in their teaching. We surveyed 91 instructors across the U.S to understand their perspectives towards including AI ethics in their classes, with a focus on factors that either support or prevent its inclusion. Our findings reveal a strong inclination among educators to integrate AI ethics into computing curricula; however, several persistent barriers continue to limit its adoption. This work investigates both the constraints and enabling structures necessary to effectively integrate AI ethics into computing education, thereby laying a foundation for the development of socially responsible AI.