The focus of this symposium is to explore how higher education institutions in the Nordic countries are responding to the rapid integration of generative artificial intelligence (GenAI) through the design of professional development, governance, and pedagogical support for educators. Across Danish, Finish, Norwegian, and Swedish contexts, the studies reveal a shared Nordic emphasis on human-centered, ethically grounded, and trust-based educational practices, while also highlighting important variations: capability-oriented and pedagogically grounded development models, comprehensive yet uneven institutional strategies, tensions between innovation and compliance in governance, and resource-driven approaches that prioritize awareness over deeper pedagogical engagement. Taken together, these findings highlight a distinctly Nordic tension between trust-based educational values and emerging demands for standardization, risk management, and rapid technological adoption. The symposium invites discussion on how these tensions can be navigated in practice, exploring what it means to design professional learning ecosystems that balance institutional responsibility with educator autonomy contributing to broader conversations on the role of design in advancing responsible and transformative digital learning.