The rapid proliferation of generative artificial intelligence tools such as ChatGPT, Gemini, and Deepseek is reshaping higher education across Ghana in ways both promising and perilous . While these technologies offer unprecedented opportunities for personalized learning, research assistance, and content generation, they simultaneously pose grave threats to academic security-the integrity of assessment, the authenticity of student work, and the cultivation of critical thinking skills that underpin genuine scholarship. AI and Students' Academic Security in Tertiary Institutions in Ghana: A Case Study of University of Business and Integrated Development Studies (UBIDS) in the Upper West Region by Christopher Noyuoro, Frank Kannigenye Teng-Zeng, and Joseph Kwabena Manboah-Rockson offers a timely and critical examination of how AI is transforming the academic landscape in one of Ghana's most underserved regions. The book reveals a troubling paradox: while 72% of students in Ghanaian tertiary institutions report improved understanding of course material through Generative AI use, 75% cite academic integrity as a primary concern . Drawing on empirical research conducted at UBIDS, the authors document how students are increasingly turning to AI tools for assignments rather than for deeper learning, citing concerns about overreliance on technology, lack of originality in their work, and potential security risks . The research shows that AI adoption is proceeding without formal guidance-most students report having received no training on how to use AI safely and effectively . This policy vacuum leaves both students and institutions vulnerable to academic fraud, deskilling, and the erosion of foundational competencies that define higher education. Against the backdrop of growing cyber threats in Ghana's education sector-with over 505 school employee credentials recently compromised and more than 5,000 stealer logs made available for sale on dark web marketplaces -the authors make a compelling case for institutional policy reform. They argue that UBIDS and other tertiary institutions must urgently develop comprehensive AI policies that expand academic integrity.