ASSESSING INSTITUTIONAL READINESS AND STAKEHOLDER PERCEPTIONS TOWARD STRATEGIC ADOPTION OF ARTIFICIAL INTELLIGENCE IN TERTIARY INSTITUTIONS IN RIVERS STATE.

Abstract

This study examines the institutional readiness and stakeholder perceptions toward the strategic adoption of Artificial Intelligence (AI) in tertiary institutions within Rivers State, Nigeria, against the backdrop of global shifts in digital pedagogy and education governance. As AI technologies increasingly redefine teaching, learning, administration, and research across higher education, understanding the preparedness of institutions and the disposition of key stakeholders becomes imperative for informed, sustainable integration. The study adopts a descriptive correlational research design, this study interrogates the interrelationship between critical readiness indicators technological infrastructure, policy frameworks, leadership commitment, and human capital competence and stakeholders’ cognitive, affective, and behavioural orientations toward AI adoption. A stratified sample of academic lecturers, was surveyed using a structured instrument.  Findings revealed that while awareness of AI is relatively high among stakeholders, actual institutional preparedness and implementation strategies remain underdeveloped. Significant positive correlations were observed between institutional readiness indicators and the extent of AI adoption in teaching, administration, research, and student support services. The study emphasizes the need for targeted policy interventions, increased investment in digital infrastructure, and capacity-building programs to bridge the gap between perception and practice. It concludes that fostering a strategically aligned, well-supported, and technologically empowered academic environment is essential for sustainable AI integration in Nigerian higher education. Recommendations include the development of national AI education policies and collaborative platforms for stakeholder engagement in AI planning and implementation