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

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.