Students at Staffordshire University recorded a confrontation with faculty after discovering a coding module heavily driven by AI‑generated slides and instruction, igniting debates over pedagogy, transparency and what constitutes authentic academic work. The episode has prompted students to demand clearer faculty disclosure and institutional policies on AI use in teaching. Across higher education, columnists and scholars are warning about 'agentic AI'—systems that can autonomously act on behalf of users—and urging campuses to develop guardrails before such tools erode online learning quality and academic integrity. Experts call for policy frameworks that define permissible instructional uses, require tool‑specific training for instructors, and preserve learning outcomes that rely on human mentorship and evaluative judgement. Institutions face a pressing choice: adopt fast‑moving AI to scale teaching without clear oversight, or invest in measured governance that balances innovation with academic standards. Campus leaders say clear faculty guidance, pilot programs, and transparent student notification are immediate steps to defuse conflicts and protect learning quality.