Abstract
<title>Abstract</title> <p>Digital intelligence technologies have rapidly evolved to revolutionize higher education, changing the roles and skills needed for the university educator. In the Nigerian university context, however, issues remain about the level of adoption of digital intelligence tools, digital competence among faculty members and preparedness to new academic roles. This study thus explored the changing nature of university faculty in the era of digital intelligence in Nigerian Universities. A descriptive survey research design was used. The population consisted of faculty members in Nigerian universities and a sample of 900 faculty members in 18 universities in the six geo-political zones were selected. Data were gathered with a structured questionnaire and reliability coefficient was 0.951. To address the research questions, mean and standard deviations were used and to test the research hypotheses at 0.05 significance level, Pearson correlation and multiple regression were used. The results showed a high level of digital intelligence tool adoption (Grand Mean = 3.67), a high level of digital competence (Grand Mean = 3.73), and significant changes in the role of faculty (Grand Mean = 3.86). The adaptation of faculty into their new roles was also high (Grand Mean = 3.86). The analysis of digital competence with tool adoption revealed a positive strong correlation (r = 0.782, p < 0.05) with digital competence. Demographic characteristics were found to be significantly related to adaptation when multiple regression was conducted (R² = 0.549, F = 116.52, p < 0.05). The research findings suggest that the Nigerian universities are experiencing significant digital transformation, but there are still gaps in their higher-order digital intelligence skills. It calls for continued investments in ICT infrastructure and ongoing professional development in AI and data literacy as well as institutional policies that facilitate digital innovation in teaching and research.</p>