Faculty and campus leaders are piloting co‑creation processes to develop agile academic‑integrity guidelines for generative AI, emphasizing equity and frequent updates as the technology evolves. Teams at institutions including the American University in Cairo tested codesign models that involve students, faculty and staff to produce transparent, adaptable classroom rules that aim to avoid disadvantaging specific learner groups. Separately, higher‑ed practitioners are exploring AI to support differentiated instruction—using assessments and AI tools to tailor materials at scale. Administrators and teaching centers are weighing training, assessment redesign and governance to align AI use with learning goals while guarding against inequitable outcomes.