This study examines how student accessibility and institutional support influence the relationship between teacher preparedness and pedagogical adaptation in AI-supported higher education in the CALABARZON region. Data were collected from 165 faculty members and academic heads across programs using a quantitative descriptive research design through surveys and interviews. Results showed high levels of teacher preparedness and institutional support; gaps exist in practical skills, professional training, resources, and socio-cultural responsiveness; moderate-to-high pedagogical adaptation, but relatively low in assessment practices. Regression analysis revealed that teacher preparedness significantly predicts pedagogical adaptation, F(3,161) = 59.70, p <.001, with AI skills as the strongest predictor. Mediation analysis also showed that institutional support partially mediates this relationship (b = 0.1873, p =.001). Teacher preparedness (b=0.2705, p=.004) and student accessibility (b=0.645, p <.001) independently predict adaptation, with no recorded moderating effect observed (p=0.864). In conclusion, teacher preparedness is the primary tool of adaptation, with strong institutional and students’ accessibility support.