Artificial Intelligence (AI) plays an increasingly influential role in the digital transformation of higher education, promising enhanced administrative efficiency, personalized learning experiences, and improved teaching practices. In the Kingdom of Bahrain, these developments align with national strategies to achieve Sustainable Development Goal 4 (SDG 4), which advocates for inclusive, equitable, and quality education. Despite governmental initiatives such as the Artificial Intelligence Academy and national AI training programs, AI adoption within Bahraini universities remains uneven, particularly in non-technical disciplines. This study examines AI awareness, adoption, and integration among faculty in Bahraini higher education using a mixed methods approach. It explores perceived benefits, ethical and pedagogical concerns, and institutional readiness for sustainable implementation. Results show that while faculty generally recognize the potential of AI to enhance teaching and administrative efficiency, actual adoption remains low due to insufficient training, vague policies, and concerns about data privacy and over- reliance on AI. Faculty in technical disciplines report higher engagement, whereas others express hesitancy and limited institutional support. Correlation analysis revealed weak relationships between AI awareness and perceived institutional support or sustainability contributions, suggesting a gap between knowledge and meaningful implementation. The study highlights the need for targeted training, ethical guidelines, and policy alignment to ensure equitable and effective AI integration in Bahrain’s higher education institutions.