Artificial intelligence adoption in higher education: Implications for faculty work-life balance and organizational commitment
Abstract
Rapid integration of artificial intelligence in higher education has transformed academic workloads, yet its impact on faculty work–life balance and organizational commitment remain underexplored, especially in developing contexts such as Indonesia, where digital infrastructure and socio-cultural factors differ from Western settings. Purpose. This study addresses the gap through a systematic qualitative review of 126 peer-reviewed articles published between 2019 and 2025. Findings. Findings reveal the dual role of artificial intelligence: automation of tasks such as grading and scheduling enhances efficiency and flexibility, thereby supporting work–life balance. In contrast, inadequate institutional support fosters technostress and blurs boundaries between professional and personal life. Three contributions emerge: the moderating effect of socio-technical alignment in resource-constrained environments, the paradoxical nature of artificial intelligence as both workload reducer and stress inducer, and the role of ethical artificial intelligence governance in strengthening organizational commitment through affective commitment. Limitations.Limitations include reliance on secondary literature and the dominance of studies from developed countries, restricting generalizability to local contexts. Nonetheless, the study underscores the urgency of human-centered artificial intelligence policies, digital training, and ethical governance to ensure that artificial intelligence adoption genuinely supports faculty well-being and reinforces organizational commitment.
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