Turning Generative AI Policy into Responsible Institutional Practice in Higher Education in Bangladesh

Abstract

ABSTRACT Generative artificial intelligence is moving rapidly into university teaching, assessment, research and administration, forcing higher education institutions to decide not only whether AI should be used, but how its use should be governed. In Bangladesh, recent evidence points to policy gaps, uneven institutional readiness, fragmented guidance and substantial dependence on instructor discretion. This research blog argues that producing an AI policy is only the first step. The more important governance challenge is whether formal policy is translated into coherent institutional practice through clear rules, leadership responsibility, staff development, communication, infrastructure, review processes and mechanisms for accountability. Drawing on Institutional Theory and recent research in the Journal of Higher Education Policy and Management, the blog identifies a need to study the policy-practice relationship across Bangladeshi public and private universities. It proposes a comparative research agenda for examining policy coherence and institutional implementation capacity as the conditions through which responsible Generative AI governance can become embedded in everyday university practice.