Parenting Journal · Volume 1 · Issue 3 · Licensed source edition
The impact of AI literacy on work–life balance and job satisfaction among university faculty: a self-determination theory perspective
Originally published 2025-09-17 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2025.1669247 ↗
AI / system type
AI literacy and technology acceptance in academic work
Workplace evidenceExamines workers, organizations or AI at work. Participants are not necessarily parents; family benefits are not established by this evidence alone.
The AI connection
System or context examined: AI literacy and technology acceptance in academic work. The source-specific system and study design determine what can be inferred.
Why this reading matters
The reading brings AI literacy, psychological needs and faculty work–life balance into a concrete discussion of humane work during technological change. It offers faculty questionnaire study evidence or analysis, not a promise of organizational or family benefit.
Workplace evidence
Work, care and the whole person.
The workplace lens is AI literacy, psychological needs and faculty work–life balance. Source setting or population: 511 university faculty members. Parenting and child-development outcomes are not inferred from the workplace evidence.
Examines workers, organizations or AI at work. Participants are not necessarily parents; family benefits are not established by this evidence alone.
Editorial reading guide · Kindness
Can learning about AI support a working life with room for the rest of life?
This faculty questionnaire study examines AI literacy, psychological needs and faculty work–life balance. Its TRICK home is Kindness, an editorial reading path rather than a claim that the paper tests the full framework.
Study context
511 university faculty members
Age / stage: Adult workplace context; no child age range inferred
Read with three questions
- Can learning about AI support a working life with room for the rest of life?
- What do this study’s design and population — 511 university faculty members — allow you to infer about another workplace?
- When considering AI literacy, psychological needs and faculty work–life balance, which decisions would need employee input before applying this reading to a working family’s circumstances?
Keep the limits in view
Self-reported associations do not establish that AI literacy training causes better balance. Faculty parenthood and child-development outcomes are not established; academic work differs from other jobs.
The text below is the original article’s licensed repository edition. Its wording is not rewritten. Use the Paper Agent beside the text to locate evidence; open the source for figures, tables and complete context.
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Follow the original.
Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Ling Huang; Yuping Zhao (2025). The impact of AI literacy on work–life balance and job satisfaction among university faculty: a self-determination theory perspective Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2025.1669247
Permissions checked against the saved article notice; repository publication notices screened 2026-11-05. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.