In the Philippines, the integration of AI tools in educational settings, particularly in criminology, is still emerging. Reyes and Santos (2023) report that the Philippine College of Health & Sciences, Inc. (PCHS) and the City of Malabon University (CMU) are exploring how AI can be utilized to enhance academic progress. The focus is on utilizing AI to provide personalized learning experiences, where students can benefit from customized content that adapts to their learning pace and style. This personalized approach is expected to address diverse student needs and potentially increase academic performance by offering tailored support and resources. This study determined the level of adaptation of artificial intelligence in the academic performance of criminology students at the Philippine College of Health & Sciences, Inc. (PCHS) and the City of viii Malabon University (CMU) using descriptive research design. The respondents for this research are the students and teachers of the two (2) selected schools. To determine how criminology students Philippine College of Health & Sciences, Inc. (PCHS) and the City of Malabon University (CMU) applied artificial intelligence in their academic activities, an interview method was used. To determine the academic performance of the criminology students before and after the adaptation of artificial intelligence, document analysis was implemented. This involved examining academic records, and grades, before and after the introduction of AI tools in their curriculum. To identify what ethical implications arose from the adaptation of artificial intelligence in terms of Fairness, Transparency, Privacy, and Accountability, a survey questionnaire was utilized. To determine the assessment of the Teachers on the readiness of educational institutions in the adoption of artificial intelligence, the interview method was used. They asked the interview questions “How ready is your school for the adaptation of artificial intelligence tools?” The result revealed that the integration of artificial intelligence tools in academic activities has profoundly enhanced student learning experiences, enabling more efficient task execution and fostering a deeper ix engagement with the curriculum across various disciplines. The adoption of artificial intelligence in educational settings has significantly enhanced academic performance, demonstrating its potential to improve learning outcomes and reduce disparities among students. While the adaptation of artificial intelligence in criminology education shows a slight improvement in student performance, the statistical analysis indicates that these changes are not significant, suggesting the need for further refinement and targeted implementation of AI strategies. The adaptation of artificial intelligence in educational settings has underscored the importance of maintaining ethical standards, particularly in ensuring privacy and transparency, although significant improvements are needed in accountability measures to address AI-related errors and decisions effectively. Educational institutions demonstrate a significant degree of readiness for the adoption of artificial intelligence, underpinned by robust infrastructural and faculty capabilities, although continuous enhancement in these areas is essential for maximizing AI’s educational potential. The proposed institutional policies for effectively adapting artificial intelligence in education emphasize the need for comprehensive training, robust infrastructure, and strict ethical guidelines to ensure that AI tools are used responsibly and enhance learning outcomes.