This study responds to the growing use of generative artificial intelligence (AI) tools in higher education. It describes the design, development, and pilot test of an online course that helps Moroccan engineering students use generative AI ethically and effectively for English academic writing. The study uses a Design-Based Research approach and draws on constructivist, connectivist, and backward design frameworks. It addresses gaps in students’ AI literacy, writing skills, and ethical awareness. A needs analysis showed that students had informal experience with generative AI. However, they lacked key skills in prompt engineering, academic writing, and ethical attribution. To address these needs, the team created a five-module training and piloted it with twelve students. The course used a Small Private Online Course model on Canvas. Data came from pre- and post-assessments, surveys, learning analytics, and reflective journals. The findings show clear learning gains and strong student engagement. With well-structured instruction, generative AI can be a valuable teaching tool. It can improve writing proficiency, support ethical reasoning, and encourage self-regulated learning. This study provides a model that others can replicate to integrate AI literacy into English for Specific Purposes courses. It also adds to current discussions on AI in education.