Artificial Intelligence (AI) is increasingly shaping higher and adult education, raising questions about educators’ readiness to integrate AI tools into their teaching practices. This article examines AI readiness among university education staff, analysing their digital competencies, didactic flexibility, and perceptions of AI’s role in education. It incorporates a literature review, qualitative interviews with educators, survey data from university lecturers, and insights from AI training workshops. Findings indicate a broad spectrum of AI readiness, ranging from enthusiasm to scepticism, with key barriers including ethical concerns, lack of institutional support, technical challenges, and financial constraints. This study highlights the importance of professional development, ethical guidance, and institutional strategies to foster AI literacy among educators. It also underscores the role of human-centred AI approaches in education, emphasising responsible AI integration to enhance, rather than replace, the human element in teaching. Practical recommendations are provided for universities to support AI adoption through targeted training, structured institutional policies, and improved technical infrastructure. By addressing these challenges, higher education institutions can enhance AI readiness, ensuring that educators are equal in the evolving digital landscape and leverage AI for effective teaching and learning.