This research investigates the impact and the progressively expanding contribution of women towards the advancement of artificial intelligence (AI) policy, strategy, and ethical governance in higher education within the Gulf Cooperation Council (GCC) region. In analyzing verified institutional projects using qualitative multi-case analysis, this study demonstrates the integration of AI in academic advising, curriculum development, and student services. The study also analyzes the women’s universities, for example, Princess Nourah University and Bahrain’s Royal University for Women, as digital leadership and ethical innovation nurturing institutions. This guidance draws from stakeholder theory, transformational leadership, and technofeminism. The analysis uses these practices to engage wider debates of GenAI, data ethics, and pedagogy of difference in teaching and learning. It is found that governance that strives to achieve a gender balance enhances the legitimacy of AI policy, trust of stakeholders, and digital equity; this deepens the understanding of the region. This paper addresses the international debate by providing a gender sensitive approach to education and AI that is rooted in the area, and suggests policy directions on equity in GenAI governance, faculty growth, and collaboration throughout the GCC.