Abstract
Higher education institutions are rapidly embedding AI across admissions, assessment, research administration, and workload management. Although responsible AI frameworks emphasise fairness, transparency, accountability, human oversight, and inclusion, limited attention has been paid to how these systems shape staff experience and well-being. This study examines the relationship between perceived responsible AI practice and staff well-being in higher education, focusing on both academic and professional services staff. Drawing on the Job Demands–Resources model, paradox theory, professional identity, and organisational support perspectives, the study explores whether responsible AI influences well-being through AI-related job demands, job resources, and professional identity tension, and whether perceived organisational support moderates these effects. The study adopts a quantitative survey design to collect data from staff working in UK higher education institutions. It contributes to responsible AI debates by shifting attention from compliance and student outcomes to workforce sustainability and staff well-being.