Paper Number
ECIS2026-1947
Paper Type
CRP
Abstract
Generative Artificial Intelligence (GenAI) is transforming higher education by reshaping how students learn, create, and manage their studies. Yet, its effects on students’ study-life balance (SLB) remain unexplored. Neglecting this perspective can result in overlooking how GenAI shapes students’ well-being, boundaries, and studying behaviours. This study addresses this gap by developing and empirically validating a theoretical framework linking four GenAI application domains – learning support, creative assistance, administrative efficiency, and social support – to three SLB domains – academic life, personal life, and their interference. Based on twelve semi-structured interviews with university students, the findings show that GenAI’s learning and creative support enhance flexibility and reduce workload and pressure, yet overreliance can blur boundaries, diminish critical reflection, and foster skill unlearning. The study contributes to theory by bridging GenAI and SLB research and to practice by offering guidance for responsible GenAI integration in higher education that sustains students’ well-being and long-term academic development.
Recommended Citation
Ginez, Anabelle Marie Dominique and Bauer-Hänsel, Ingrid, "Impact Of Generative Artificial Intelligence On Study-Life Balance" (2026). ECIS 2026 Proceedings. 8.
https://aisel.aisnet.org/ecis2026/comp_mgmt/comp_mgmt/8
Impact Of Generative Artificial Intelligence On Study-Life Balance
Generative Artificial Intelligence (GenAI) is transforming higher education by reshaping how students learn, create, and manage their studies. Yet, its effects on students’ study-life balance (SLB) remain unexplored. Neglecting this perspective can result in overlooking how GenAI shapes students’ well-being, boundaries, and studying behaviours. This study addresses this gap by developing and empirically validating a theoretical framework linking four GenAI application domains – learning support, creative assistance, administrative efficiency, and social support – to three SLB domains – academic life, personal life, and their interference. Based on twelve semi-structured interviews with university students, the findings show that GenAI’s learning and creative support enhance flexibility and reduce workload and pressure, yet overreliance can blur boundaries, diminish critical reflection, and foster skill unlearning. The study contributes to theory by bridging GenAI and SLB research and to practice by offering guidance for responsible GenAI integration in higher education that sustains students’ well-being and long-term academic development.