<![CDATA[This study examines the underlying factors influencing artificial intelligence (AI) integration in teaching. It incorporates technological pedagogical content knowledge (TPACK), technology acceptance model (TAM), and perceived organizational support (POS) grounded in organizational support theory (OST). A quantitative, cross-sectional survey design is employed to test six hypotheses. A questionnaire was distributed online to all lecturers at two universities in Peshawar, Pakistan. Of the 317 questionnaires emailed, 192 valid responses were collected. The results were analyzed using partial least squares structural equation modeling (PLS-SEM). The results confirm that TPACK significantly influences lecturers’ perceived usefulness (PU) (β=0.52) and perceived ease of use (PEU) of AI (β=0.47), which in turn predict their behavioral intention (BI) to adopt AI. BI positively influences actual use (AU) (β=0.45), with POS strengthening this relationship (β=0.21). The findings underscore the critical role of individual competencies and institutional support in driving sustainable AI integration, offering theoretical contributions to extended TAM models and practical insights for achieving inclusive and quality education sustainable development goal 4 (SDG 4). The findings suggest that Pakistani higher education institutions should prioritize TPACK-focused professional development and strengthen organizational support mechanisms to enhance effective and sustained AI adoption among lecturers.]]>
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