This study aimed to identify the degree of artificial intelligence utilization in developing university management competencies among academic leaders in Jordanian universities and to examine the differences in their responses according to gender, job title, university type, academic rank, and years of experience. A questionnaire consisting of (28) items distributed across four domains was administered to a sample of (160) academic leaders. The domains included strategic leadership competencies, educational process organization competencies, administrative and organizational competencies, and quality assurance and continuous improvement competencies. The results indicated that the degree of artificial intelligence utilization in developing university management competencies was moderate. The educational process organization competencies ranked first, while quality assurance and continuous improvement competencies ranked last. The findings also revealed statistically significant differences attributed to job title, university type, and gender, favoring section heads, private universities, and males, respectively, while no significant differences were found according to academic rank and years of experience.