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Abstract

A correlational, quantitative, and descriptive research design was used, and data were measured on 250 representative faculty members in the university and curriculum planners ascertained by simple random sampling technique. Use of correlation and regression analysis indicated that there was a strong positive correlation between the AI integration and outcome of adaptive learning, whereby AI-based personalized curriculum design was found to be a significant predictor of academic progress in the students. The results of a multiple regression proved that AI applications combined with faculty preparedness and institutional infrastructure resulted in managed learner diversity and fostered equity in the context of academic settings. These findings highlight the relevance of incorporating AI by means of institution-wide planned approaches reinforced with faculty development as well as readiness infrastructures. This research piece brings worthwhile knowledge to the international research on educational technology and implements the guidance regarding AI-inspired curriculum reforms at the tertiary level. Some implications of the future progression of AI in academia are to increase research on the long-term, discipline-specific effects of AI and resolve ethical, infrastructural, and policy-implicated barriers so that the introduction of AI to academic institutions will occur sustainably and equitably. Furthermore, the research states that there is a great need for persistent institutional tracking and assessment to survey the changing influence of AI on student achievement and academic equalization. It further promotes the concept of cross-institutional partnerships to come up with standardized, ethically acceptable AI systems in higher education.