This study explores the effects of artificial intelligence (AI) on ongoing professional development in higher education institutions, specifically on faculty attitudes and how AI tools are deployed to maximize this growth. This study is based on the Resource-Based View (RBV) and Technology Acceptance Model (TAM) approaches and provides a conceptual framework to investigate how AI can be used as an institutional asset for professional development. In particular, it explores whether perceived usefulness and ease of use (those two TAM constructs) impact faculty use of AI-powered development resources. The research also considers the availability and efficient use of AI tools for the sustainability and scalability of professional learning programs. The logic of this paradigm is that positive faculty views of AI, along with effective management of resources, can support sustained, personal learning and enhance institutional performance. The results offer theoretical perspectives and practical advice for educational institutions that want to use AI for professional development on a long-term basis.