Students at the University of Staffordshire recorded a confrontation after discovering a coding module had been taught largely with AI‑generated slides and materials. The video shows a student confronting a lecturer about reliance on AI, and pupils reported feeling “robbed” of expected instructor expertise in a course meant to prepare them for digital careers. The university had uploaded a statement defending AI use as a framework for scholarly work and teaching. The incident spotlights an emerging fault line on campuses between rapid AI adoption for instruction and students’ expectations for faculty expertise and accountability. Administrators and faculty groups now face pressure to clarify when and how AI may be used in classroom instruction, what constitutes acceptable substitution of instructor work, and how academic quality is preserved when automated tools are deployed.