Students at Staffordshire University confronted instructors and administrators after a coding module was delivered largely with AI‑generated slides and remote AI instructors, igniting debates over instructional quality and academic standards. Video of a student challenging a lecturer and copies of course materials flagged as AI‑produced circulated widely, prompting student protests and campus policy reviews. Learners said they felt “robbed” of practical instruction and apprenticeship‑style support in a program meant to launch digital careers; the university published an AI framework justifying limited use of automation in teaching. The incident prompted broader questions about online delivery standards, apprenticeship funding, and quality assurance for employer‑sponsored retraining. Universities relying on AI to scale teaching should expect scrutiny from students, accreditors and funders over transparency, learning outcomes and supervision by qualified faculty. Course leaders should publish clear AI use policies, demonstrate faculty oversight, and supply evidence of measurable learning gains when automation is used. Department chairs and provosts must balance workforce training demand with pedagogical integrity: institutions that use AI as a delivery mechanism should document how human faculty validate learning and remain accountable for assessment.