Artificial intelligence in higher education: faculty empowerment or future workplace stress

Purpose This research paper aims to investigate the impact of artificial intelligence adoption (AIA) on workplace well-being (WWB) in Pakistani higher education institutions (HEIs) with a focus on the mediating roles of job autonomy (JA) and work–life balance (WLB) and the moderating effect of training (T). Design/methodology/approach Applying cross-sectional survey research, the data were gathered from 462 Faculty members within Pakistani HEIs. Constructs were measured using validated scales. The analysis used structural equation modeling (SEM) to test direct, mediating and moderating relationships among variables. Findings AI adoption was found to affect faculty workplace well-being significantly. Although AI increases efficiency and flexibility, it entails risks of work intensification and decreased job control. Job autonomy and work–life balance partially mediate the AIA–WWB relation. Moreover, training significantly moderates the relationship between AI adoption and job autonomy. Originality/value To the best of the authors’ knowledge, this analysis provides one of the first empirical considerations of AI’s implications on faculty well-being. It extends SDT by integrating it into AI adoption research and highlights how psychological needs interact with digital transformation in academic environments.