With the objective to harness the great advances in information technologies, universities develop documents and take actions that attempt to mitigate the “educational noise” generated by the often-disorganized adoption and adaptation of artificial intelligence-based processes and methodologies. In this context, UNESCO supports the definition of regulations and policies to ensure that Generative Artificial Intelligence (GenAI) becomes a tool that truly benefits and empowers teachers, students, and researchers. This chapter explores the characteristics and contexts of implementation of ethical guidelines in Latin American universities regarding the use, access and implementation of artificial intelligence systems in the areas of teaching and learning, research and innovation. The study employed a mixed-methods approach, combining qualitative and quantitative data collection and analysis. The research was conducted in collaboration with five universities across Latin America, selected to represent a range of institutional types and regional contexts. The aim is to recognize how the formulation of a transversal ethical framework for education can share common elements with the identification of the potentials and challenges posed by didactics and pedagogy mediated by generative artificial intelligence.