This study evaluates the awareness, proficiency, and readiness of academic staff at David Umahi Federal University of Health Sciences (DUFUHS) regarding the integration of Generative Artificial Intelligence (GenAI) into teaching and research. Adopting a mixed-methods approach, the research combines a systematic literature review with a cross-sectional survey of 236 academic staff members across various ranks and disciplines. The findings reveal a significant paradox in AI adoption: while there are near-universal awareness (97%) and frequent usage, with over 70% of staff utilizing GenAI tools weekly or daily, there is a critical lack of formal preparation. Approximately 67% of the participants are entirely self-taught, having never received formal training on these technologies. Research emerges as the primary driver for AI use, with 55.5% of staff applying it to core academic tasks such as writing, data analysis, and literature synthesis. Despite high tool familiarity, the study identifies a "literacy gap" in deeper conceptual and ethical understanding. Specifically, 30.5% of staff are unfamiliar with the ethical considerations of the tools they use, and many struggle to distinguish GenAI from traditional AI technologies. Nevertheless, staff remain cautiously optimistic, expressing a strong motivation to learn (Mean = 4.57) and a belief that AI enhances both teaching and research productivity. The study concludes that institutional readiness is currently reactive, marked by a lack of clear policies and structured support systems. To address this, the researchers propose an evidence-based framework centred on sustained capacity building and mentorship. By transitioning from passive encouragement to active governance through structured mentorship, the institution can mitigate risks like "AI-giarism" and misinformation while leveraging GenAI to enhance its global academic reputation and research impact

Index Terms- Academic Integrity, AI Literacy, AI-giarism, Capacity building, DUFUHS