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Results reveal that Canadian students were consistently more likely to perceive the use of GenAI as both unethical and against institutional policies compared to Korean students, despite functionally identical institutional policies. Statistical analysis, including Mann-Whitney U tests and correlation coefficients, demonstrated significant differences across nearly all scenarios. Analysis of the factors used in generating scenarios indicated that the amount of AI-generated code incorporated into assignments most strongly influenced ethical judgments. Findings were interpreted through Hofstede\u2019s cultural dimensions framework, suggesting that cultural factors such as power distance, individualism, and uncertainty avoidance significantly shape students\u2019 ethical reasoning regarding GenAI. Our results contribute to the growing body of evidence emphasizing that equitable AI integration in education must be culturally responsive, taking into account diverse conceptions of academic integrity. We advocate for the development of nuanced AI-use guidelines that are sensitive to local cultural contexts while upholding fundamental principles of academic honesty. This study highlights the need for ongoing cross-cultural research to inform ethical AI policies and support responsible GenAI use in global higher education settings.<\/jats:p>","DOI":"10.1145\/3776558","type":"journal-article","created":{"date-parts":[[2025,11,11]],"date-time":"2025-11-11T14:45:41Z","timestamp":1762872341000},"page":"1-23","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":4,"title":["Did Alice Do Wrong? 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