This paper aims to examine how higher education institutions can move from fragmented generative artificial intelligence (GenAI) experimentation toward responsible institutional enablement for learning futures.
A qualitative integrative review was reconstructed through a retrospective audit of a 48-record working library, reconciliation with sources already used in the manuscript and a targeted August 2026 update. Forty-one sources were retained and synthesized using a multilevel lens combining technology-adoption theory with a relational socio-technical perspective. A bounded institutional illustration was mapped to the resulting provisional framework.
The synthesis identifies six recurring institutional capability domains: governance, faculty capability-building, pedagogical redesign, research enablement, infrastructure and access and evaluation. These domains are organized into a provisional Responsible Institutional Enablement Framework. The institutional illustration documents capacity-building activities and descriptive reach, but not behavioral, educational or institutional outcomes.
Institutions can use the provisional framework to audit gaps, sequence capability-building and design evaluation plans while adapting expectations to local resources, governance and disciplinary contexts.
The contribution lies in integrating literature streams that are commonly separated, distinguishing capacity-building activity from measured outcomes and making the evidentiary status of the proposed framework explicit. The framework is offered as a review-derived organizing synthesis requiring independent validation, not as a validated or wholly novel theory.
