The impact of AI literacy on work–life balance and job satisfaction among university faculty: a self-determination theory perspective

Abstract

Introduction: The emergence of artificial intelligence (AI) is transforming the nature of academic work, yet the role of AI literacy in supporting faculty well-being remains underexplored. This study investigates how AI literacy influences university faculty's work-life balance and job satisfaction through the satisfaction of three basic psychological needs. Methods: Survey data were collected from 511 faculty members. Measures included AI literacy, perceived autonomy, perceived competence, perceived relatedness, work-life balance, job satisfaction, and technology acceptance. Statistical analyses examined the direct and indirect effects of AI literacy on faculty well-being. Results: The findings indicate that AI literacy significantly enhances the satisfaction of autonomy, competence, and relatedness. These, in turn, promote greater work-life balance. Further analysis shows that only perceived autonomy directly predicts job satisfaction, while competence and relatedness influence job satisfaction indirectly through work-life balance. Technology acceptance was found to moderate the relationship between AI literacy and psychological need fulfillment. Discussion: This study illuminates the psychological pathways through which AI literacy contributes to faculty well-being. It extends the application of Self-Determination Theory to technology-intensive academic settings and offers practical implications for designing AI literacy initiatives and faculty support strategies in higher education.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 55 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.