Summary  Given the growing importance of this technology and the scarcity of studies in this context, this research examines the determining factors in the effective adoption of Artificial Intelligence (AI) in Dominican higher education. Using a quantitative approach, a sample of 101 university professors was analyzed using partial least squares structural equation modeling (PLS-SEM). The results reveal teachers’ attitudes towards AI and institutional support are the most significant predictors of effective adoption. Digital skills showed a significant indirect effect through attitudes, while technological infrastructure showed minimal impact. The findings suggest that strategies to promote AI adoption should prioritize the development of positive attitudes among teachers and the strengthening of institutional support, beyond the mere provision of technology. The study contributes to the understanding of AI adoption in specific higher education contexts and provides a basis for future comparative research.

Key words:
artificial intelligence; higher education; innovation; attitudes; technology; AI ethics; digital competencies