Moral improvisation with generative AI in higher education: faculty and student experiences in Pakistan

This study examines how faculty and students manage generative AI in higher education when expectations remain unclear and institutional guidance is still developing. Drawing on semi-structured interviews with teachers and students in Pakistani universities, it explores uncertainty around acceptable AI use, fairness in assessment, and differing expectations across classes and peer groups. Participants were recruited from Education and English departments, situating the study within Social Sciences and Humanities contexts where AI is closely tied to writing-intensive teaching, assessment, and feedback. The analysis shows that participants relied on moral improvisation, making practical and ethical decisions in the moment when formal rules offered limited direction. The findings indicate that generative AI reshapes everyday academic work by creating new forms of uncertainty, emotional responsibility, and uneven expectations. The study argues for clearer, consistent, and context-sensitive guidance developed through shared understanding between faculty, students, and institutions.