Authors: Nellylyn Moyo, Sello Prince Sekwatlakwatla, Tranos Zuva Abstract: GenAI has created considerable opportunities and challenges within institutions of higher education. While GenAI tools could help with teaching, learning, assessment, feedback, academic writing, research, and administrative functions, the uptake of these technologies cannot merely be viewed from a perspective of accessibility. In this study, an approach towards institutional readiness for adopting GenAI within higher education institutions is provided by examining infrastructure, governance, training, readiness for ethical adoption, reassessment, and fit-to-use practices. Peer-reviewed literature written between 2020 and 2026 is reviewed here to show that institutional readiness for GenAI adoption must be viewed as an organisational capability rather than as a static technology readiness state. The conclusion can be drawn that while reliable digital infrastructure is an indispensable requirement, institutional readiness also requires governance maturity, clarity of policy, integrity, protection of data, professional development of faculty members, AI literacy of students, as well as rethinking of assessments. The readiness concept is additionally influenced by factors such as digital inequality, varying capacities of institutions, limited resources, and policies in the higher education systems in Africa and South Africa. Fit to use alignment and practice-policy alignment are two concepts that may be useful in determining how well integrated the use of GenAI technology is into educational processes. GenAI can only be used responsibly if there is proper alignment among various aspects, including technology, policy, ethics, and context.
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