The study examined artificial intelligence-based teaching tools and quality instructional delivery in public universities in Rivers State, with specific focus on the use of ChatGPT, Claude AI, and SciSpace. Three research questions were posed, and three null hypotheses were tested to guide the study. The study was anchored on the Technology Acceptance Model. The correlational research design was adopted, with a population of 3,895 male and female lecturers drawn from three public universities in Rivers State, namely the University of Port Harcourt, Rivers State University, and Ignatius Ajuru University of Education. Using the Taro Yamane formula and the proportionate stratified random sampling technique, a sample of 363 lecturers was selected. The instruments for data collection were two researcher-designed questionnaires titled “Artificial Intelligence-Based Teaching Tools Questionnaire (AIBTTQ)” and “Quality Instructional Delivery Questionnaire (QIDQ)”, with reliability co-efficients of 0.82 and 0.85 respectively, obtained using Cronbach Alpha. A total of 363 copies of the questionnaire were administered, out of which 312 copies were retrieved and found usable for data analysis, representing an overall retrieval rate of 86%. The research questions were answered using Pearson Product Moment Correlation, while the hypotheses were tested using the t-value transformation of the correlation coefficient at the 0.05 level of significance. Findings revealed that there was a high positive and statistically significant relationship between the use of ChatGPT, SciSpace, Claude AI and quality instructional delivery in public universities in Rivers State. The researchers recommended, among others, that university management should institutionalize the use of ChatGPT, Claude AI, and SciSpace in instructional delivery through structured training programmes for lecturers, provision of institutional access to the platforms, and the development of clear policies guiding the ethical and pedagogical integration of these technologies into university teaching practice.