Аннотация
This case study explores a leadership-driven institutional response to the challenges posed by generative artificial intelligence (AI) to academic integrity within an English for Academic Purposes (EAP) foundation programme in Kazakhstan. The context involves academic essay writing assessments suddenly becoming vulnerable to AI-assisted plagiarism via large language models like ChatGPT or DeepSeek. The evolving initiative transitioned through three distinct phases in development: an initial zero-tolerance policy toward AI use in written assignments, a subsequent developmental phrase emphasizing awareness raising and support, and a third phase involving the proactive integration of AI into the programme via the redesign of assessment and materials. Drawing on literature related to academic integrity and AI to support the author’s self-reflection, this paper draws on lessons learnt from the experiences of a case study institution outside of the Western-centric context that is often targeted for research. The investigation critically evaluates the tensions between deterrence, awareness-raising, and curriculum adaptation. Findings suggest a need for a reflective and continuing state of adaptation to the challenges of AI on academic integrity. The study contributes to the emerging EAP discourse on AI by illustrating how programme leadership can shift from reactive policies to more sustainable and constructive pedagogical integration. The conclusions also recognize the ongoing need for change and the resulting faculty fatigue drawbacks that this constant state of fluidity can bring.