By exploring how UK universities, and the country’s higher-education sector at large, have responded to the widespread usage of ChatGPT and other large language models, this chapter will highlight the ethical and integrity challenges that higher education institutions need to bear in mind when seeking to regulate AI-informed teaching and research. Specifically, the chapter will adopt an academic-writing and integrity perspective to highlight aspects of existing AI guidelines which give rise to questions and concerns. As the UK seeks to position itself as a rule setter in the development and implementation of AI technology, and as the British education sector has embraced the use of AI-assisted tools with cautious optimism, the insights from UK national and institutional debates can contribute to a global understanding of the challenges facing sector-wide policy alignment and compliance.