Schools differ substantially in readiness for AI integration, yet systematic frameworks for differentiated implementation remain limited. The present paper examines how digital maturity foundations enable the development of AI literacy in Croatian schools. Four data sources were analyzed: e-Schools digital maturity evidence from the pilot phase (151 schools), complemented by findings from the final Phase II evaluation (313 schools and 10 educational centres), BrAIn curriculum design, recent empirical research (3,913 students, 382 teachers), and international literature. The integrated framework connects digital maturity, knowledge management, stakeholder readiness, and AI literacy outcomes. Results reveal differentiated and evolving levels of digital maturity: 50.4% of schools were in the initial maturity phase, 43.0% digitally enabled, and 6.6% advanced, while subsequent Phase II evidence suggests that these readiness levels developed over time. While 67% of students use AI tools, only 45% of teachers feel prepared, indicating critical implementation gaps. The framework provides differentiated pathways tailored to school maturity levels, offering actionable guidance for policy, leadership, and professional development. This research addresses the urgent need for context-sensitive AI integration strategies in diverse educational settings.