Artificial Intelligence Integration in Ethiopian Higher Education: A Scoping Review of Institutional Readiness, Leadership, Digital Infrastructure, Faculty Self-Efficacy, and Enabling Conditions

Artificial intelligence has become one of the most consequential technological developments affecting contemporary higher education. The rapid diffusion of generative AI systems since late 2022 has altered how university teachers prepare learning materials, design instructional activities, provide feedback, conduct research, and think about assessment. At the same time, generative AI has raised difficult questions concerning academic integrity, assessment validity, data protection, bias, transparency, intellectual property, and the future role of educators. The educational question is consequently no longer whether universities will encounter AI, but how they will govern and integrate it in ways that preserve educational purposes and human agency. The purpose of this scoping review is to map the emerging evidence around the institutional and individual mechanisms associated with AI integration in higher education, with particular attention to digital leadership, digital infrastructure, institutional AI readiness, teacher AI self-efficacy, teacher AI readiness, and AI integration in teaching and assessment.