Artificial Intelligence Adoption and Faculty Mental Well-Being in Indian Higher Education A Review

Artificial Intelligence is becoming part of everyday academic work and is transforming the way in which faculty members engage with teaching, research, assessment, and administration. The literature reviewed in this study sheds light on the factors that influence Generative AI adoption, highlighting the importance of technology perceptions, institutional conditions, individual capabilities, and psychological outcomes. Technology-acceptance models emphasize the relevance of usefulness, ease of use, social influence, and facilitating conditions, while motivational approaches highlight the role of autonomy, competence, and relatedness. At the same time, the reviewed literature suggests that Generative AI can positively impact faculty experiences by reducing the need for routine work and contributing to enhanced teaching effectiveness and research productivity. Such benefits are closely linked to the risks of AI adoption, such as AI anxiety, technostress, ethical concerns, and additional responsibilities. One of the most significant limitations of the reviewed literature is the lack of research that addresses the influence of Generative AI on the mental well-being of faculty members in India. While most studies examined faculty adoption, readiness, and behavioral intentions, few addressed concerns related to mental well-being. India is a particularly interesting context for further research, as its higher education institutions differ significantly in terms of infrastructure, governance arrangements, disciplinary requirements, faculty readiness, and organizational culture. Future studies should therefore adopt mixed-method, longitudinal approaches to understand the ways in which Generative AI can be integrated into academic work while enhancing well-being. Particular attention should be paid to the role of AI literacy, institutional support, organizational culture, ethical climate, professional autonomy, workload, and job security. In doing so, future research can go beyond questions of adoption and readiness to examine ways in which institutions can transform education in a manner that is conducive to faculty well-being and sustainable academic work environments.

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