This paper argues that generative AI has become ubiquitous in academia, making irrelevant the debates about whether or not to allow it. Instead, the author advocates for transparency and accountability frameworks that acknowledge AI's presence while preserving academic integrity. The paper examines the challenges educators face: unreliable…

This study examines how secondary English teachers embed generative Artificial Intelligence (AI) in their curricula while preserving genuine student voice and promoting informed approaches to academic integrity. Data was gathered in three public high schools by way of classroom videos, teacher interviews, and student reflective journals. Analysis…