<![CDATA[This study explores the adoption of Artificial Intelligence in Nigerian tertiary education institutions from a conceptual governance perspective, specifically on learning outcomes, academic integrity and equity in HEIs. AI is no longer a tool for learning support but is a governance issue that requires policies and guidelines, ethical supervision, and pedagogical incorporation as it becomes more central to academic life. The study employs the narrative review method to integrate the empirical and conceptual evidence and to gain insight into the role of different types of Artificial Intelligence systems and the shifts in student learning practices and responses to the changes in institutional policy (2019-2025). The analysis presents Artificial Intelligence as an ecosystem of technologies and not as a single technology, and outlines the different governance considerations for each system type. The analysis reveals that Artificial Intelligence plays a role in the areas of personalised learning, academic productivity and access to educational resources in tertiary institutions in Nigeria. The benefits have many drawbacks, including academic dishonesty in generative systems, privacy and transparency issues in adaptive systems, and equity and dependency issues in intelligent tutoring systems. The institutional governance has been a gradual process and the students have been slow to take up Artificial Intelligence tools. The paper concludes that the integration of Artificial Intelligence in tertiary education in Nigeria should be structured, supported by a framework for policy development and Artificial Intelligence literacy, curriculum reform, and investment in digital infrastructure should have implications for other similar higher education systems in Sub Saharan Africa.]]>
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