Abstract
This comparative study examines AI adoption in Nigerian and Kazakhstani educational systems and answers the question of if AI is revolutionizing teaching practices or posing a threat of supplanting teachers. The Diffusion of Innovation (DOI) theory and Unified Theory of Acceptance and Use of Technology (UTAUT) theoretical frameworks were adopted. The finding reveals significant disparities between the two contexts. Nigeria's AI integration remains emerging, constrained by infrastructure deficits including limited internet connectivity, high student-device ratios, and an unreliable electricity supply. Kazakhstan demonstrates more advanced adoption, supported by government initiatives like Digital Kazakhstan, superior infrastructure, and established regulatory frameworks. The study concluded that AI presents considerable potential, such as customized learning experiences, administrative efficiency, and improved access to educational materials, potentially reducing educational equity gaps, and that AI should be considered as a tool that complements rather than replaces instructors.