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The main aim of the paper was to determine the effect of Technology–Organization–Environment (TOE) Framework on adoption of artificial intelligence (AI) in Kenyan academic libraries anchored on diffusion innovation and TOE theories.

The target population comprised of 517 librarians, deputy librarian, and senior staff from 98 academic libraries from institutions of higher learning in Kenya. The study used stratified and random technique to sample 226 respondents.

Findings showed that technology factors (relative advantages, compatibility, and complexity) and environmental factors (regulatory environment, competitive pressure, and vendor partnership) positively affect adoption of AI in Kenyan academic libraries. However, organizational factors (firm size, top management support, and organizational readiness) had insignificant effect on adoption of AI in Kenyan academic libraries.

The study underscores the necessity of proactive policy measures and managerial decisions to drive AI adoption in academic libraries. Policymakers must prioritize investments in training and resources to enhance staff readiness and create supportive regulatory environments. Library administrators play a pivotal role in demonstrating leadership support and effectively allocating resources to overcome implementation challenges. Tailoring adoption strategies to individual library needs and fostering collaboration between policymakers and administrators are critical for successful AI integration.

Other studies that have been done on application of AI in academic libraries have taken broader approach but this study narrows its focus to highlighting the pivotal influence of technological factors on AI adoption in academic libraries, recognizing the benefits and obstacles inherent in integration.

The purpose of this paper is to provide an analysis of ways in which teaching, learning and research can be demystified in higher institutions of learning (HILs). Over the last decade, HILs around the world have faced various transformations to adapt to new opportunities for knowledge dissemination and utilization. Many benefits are gained from implementation of the platform including visibility, status and increased reputation. Despite the high uptake of institutional repositories (IRs) to guide teaching, learning and research of higher institutions learning's digital resources more effectively, little has been written on how IRs can be used for effective teaching, learning and research in higher institutions of learning.

Using analytical method, this paper analysed and presented various thematical issues on IRs in relation to its efficacy, while proposing solutions for its sustainability.

The paper found that most universities have embraced IRs as an option for increasing their visibility, status and researchers' relevance in the knowledge world. It is the conclusion of the study that IRs are currently recognized as an essential infrastructure to respond to the higher institutions of learning challenges in the digital world.

This paper provides higher institutions of learning an opportunity to prepare their IRs to demystify teaching, learning and research. Since IRs will make it possible to access variety of information at any time whenever required.

Knowledge accessibility and utilization bring about social change in the society.

Little has been documented on how IRs can be used for effective teaching, teaching, learning and research in HILs. This paper provides an analysis of ways in which teaching, learning and research can be demystified in these institutions. Thus, it contributes new knowledge on demystifying teaching, learning and research through IRs in HILs.