Beyond Technical Utility: The Role of AI in Fostering Work-Life Balance and Psychological Empowerment among University Lecturers
DOI:
https://doi.org/10.38035/dijemss.v8i1.7199Keywords:
Artificial Intelligence, Psychological Empowerment, Work-Life Balance, Job Performance, Job SatisfactionAbstract
This study investigates how university lecturers' perceptions of Artificial Intelligence (AI) influence their job performance and job satisfaction. Drawing on the Stimulus–Organism–Response (S-O-R) framework, it examines the mediating roles of Psychological Empowerment and Work–Life Balance in the relationship between lecturers' perceptions of AI—measured through Perceived Usefulness and Perceived Reliability—and their work outcomes. Survey data from 327 Indonesian lecturers were analyzed using PLS-SEM. The results show that perceived AI usefulness and reliability do not directly affect job performance or satisfaction; rather, their influence operates through Psychological Empowerment and Work–Life Balance, with Work–Life Balance serving as the strongest mediator. This indicates that AI's positive effects emerge primarily through improved empowerment and a more balanced professional and personal life. The findings highlight the importance of a human-centered approach to implementing technology in academia, suggesting that the true value of AI lies not solely in its technical capabilities but in its contribution to the holistic well-being of academic staff. Universities are therefore advised to prioritize AI strategies that actively support lecturers' empowerment and work–life balance.
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