Abstract Institutions of higher learning have traditionally served as centers of knowledge creation, intellectual inquiry, and character formation. The advent of generative artificial intelligence (AI) represents a paradigm shift in higher education, as these systems can independently produce essays, research summaries, programming scripts, and problem-solving frameworks, transforming traditional academic work. This rapid technological diffusion has generated institutional tensions, including faculty concerns over plagiarism and academic integrity, student dependence on AI for coursework, and administrative uncertainty in policy formulation and enforcement. Ethical questions regarding authorship, originality, and the boundary between human creativity and machine assistance further complicate the landscape. This paper argues that universities must adopt deliberate strategic frameworks for AI governance, integrating policy design, leadership foresight, risk management, and ethical oversight. By implementing intentional and adaptive governance structures, higher education institutions can harness the innovative potential of generative AI while preserving academic integrity and authentic learning.
Ph. D Oladele Olubukola Olabode (2026) studied this question.