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TRUVACE RECORD VERSION
record: TRV-2026-0485
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-07-22T03:55:29.489700Z
status: published
lens: g_space
sector: labor
headline: The impact of AI literacy on work–life balance and job satisfaction among university faculty: a self-determination theory perspective
dek: 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…
gain_title: University faculty with higher AI literacy report greater work-life balance and job satisfaction because AI literacy increases satisfaction of autonomy, competence, and relatedness needs.
problem_title: (none)
trace_subject: (none)
gain_reading: University faculty with higher AI literacy report greater work-life balance and job satisfaction because AI literacy increases satisfaction of autonomy, competence, and relatedness needs.
gain_evidence: AI literacy significantly enhances the satisfaction of autonomy, competence, and relatedness. | These, in turn, promote greater work-life balance. | only perceived autonomy directly predicts job satisfaction
problem_reading: (none)
problem_evidence: (none)
quick_read: A peer-reviewed study published September 17, 2025 surveyed 511 university faculty to examine how AI literacy relates to well-being through Self-Determination Theory. It found AI literacy significantly enhances satisfaction of autonomy, competence, and relatedness, which in turn promotes greater work-life balance, with autonomy directly predicting job satisfaction.

The work matters because it identifies psychological pathways linking AI literacy to faculty well-being rather than just productivity, suggesting AI training could support retention and balance in higher education. It remains uncertain whether the same pathways hold outside academia, for non-faculty workers, or when AI literacy is measured objectively rather than by self-report.
limitation: Findings are based on survey data from 511 faculty members in higher education, limiting generalizability beyond university faculty and academic work contexts.
tag: Evidence-backed gain
key_points: Study surveyed 511 university faculty members on AI literacy, psychological needs, work-life balance, and job satisfaction. | AI literacy enhanced perceived autonomy, competence, and relatedness, which promoted work-life balance. | Perceived autonomy directly predicted job satisfaction, while competence and relatedness influenced satisfaction indirectly via work-life balance. | Technology acceptance moderated the relationship between AI literacy and psychological need fulfillment.
rundown: Researchers collected survey measures of AI literacy, perceived autonomy, competence, relatedness, work-life balance, job satisfaction, and technology acceptance from 511 faculty members and tested direct and indirect effects.

Results showed technology acceptance moderated the link between AI literacy and need fulfillment, and clarified that competence and relatedness affect job satisfaction only indirectly through work-life balance, extending Self-Determination Theory to technology-intensive academic settings.
sources:
- peer_reviewed | Frontiers in Psychology | https://doi.org/10.3389/fpsyg.2025.1669247 | 2025-09-17
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