Document Type
Article
Publication Date
Spring 3-1-2026
Persistent Identifier
http://hdl.handle.net/10950/5150
Abstract
Artificial Intelligence (AI) technologies are increasingly embedded in graduate academic work, shaping how faculty and students perform cognitive, analytical, and knowledge-based tasks. As AI tools become integrated into writing, research, and instructional activities, human–AI interaction has emerged as a central feature of contemporary academic work environments. However, existing research has largely focused on AI adoption and technological capability, with limited attention given to how ongoing human–AI interaction influences well-being experiences in academic contexts. Drawing on the Job Demands-Resources (JD-R) framework, this conceptual paper develops a model that links human–AI interaction to student learning satisfaction, faculty job satisfaction, and emotional exhaustion. This paper advances propositions and outlines directions for future empirical research in graduate academic settings.
Recommended Citation
Oliveira, J. (2026). Human–AI interaction in graduate academic work: A job demands-resources conceptualization of satisfaction and emotional exhaustion. International Journal on Integrating Technology in Education, 15, 87-100. https://doi.org/10.5121/ijite.2026.15106
Comments
This article is published in the International Journal on Integrating Technology in Education under a Creative Commons Attribution 4.0 International License (CC BY-NC 4.0) which permits unrestricted use, distribution, and reproduction in any medium for non-commercial use provided the original author and source are credited. Copyright © 2026 The Author(s):