AI Readiness, Perceived Organizational Support, and Employee Adaptability among Higher Education Administrative Staff

Abstract

The growing integration of artificial intelligence (AI) into higher education administration has emphasized the need to comprehend how employees adapt to AI-driven workplace changes. The study examined the relationship between AI Readiness and Employee Adaptability, with Perceived Organizational Support for AI Adoption (POS-AI) as a mediating variable, among administrative personnel in a Cebu-based private higher education institutions. Anchored in the Technological Readiness Index 2.0, Organizational Support Theory, and the I-ADAPT framework, the study employed a quantitative, cross-sectional survey design involving 230 administrative personnel. Using Jamovi, the results revealed that AI Readiness was positively associated with POS-AI and Employee Adaptability, while POS-AI was positively associated with Employee Adaptability. Mediation analysis confirmed significant positive direct and indirect effects, indicating complementary mediation. Thus, POS-AI partially explained the relationship between AI Readiness and Employee Adaptability, while the direct association remained significant. Based on these findings, the study proposed the AI Workforce Adaptability Framework wherein AI Readiness has been positioned as the individual catalyst, POS-AI as organizational scaffolding, and adaptability as a multidimensional outcome which encompasses technological proficiency, continuous learning, and stress resilience. The framework provides an empirically informed foundation for understanding workforce adaptation and guiding organizational support initiatives in AI-enabled higher education.