Academic leaders are shifting from bans to co‑created, agile policies that address generative AI’s classroom realities. A teaching‑and‑learning team at the American University in Cairo piloted a codesign process that involved students, faculty and staff to craft equity‑focused academic‑integrity guidelines built for rapid revision in a fast‑moving AI landscape. Simultaneously, instructors are exploring AI to scale differentiated instruction—using tools to diagnose student skills and generate tailored learning paths. Education technologists point to AI assessments and platforms (e.g., QuestionWell) that can create adaptive entry diagnostics and individualized practice, though they stress the need for oversight and faculty training.