Storying digital well-being and quality of life in Ghanaian adult learners’ use of generative AI

Abstract Generative artificial intelligence (GenAI) is increasingly used in higher education; however, little is known about what its use means for adult learners’ digital well-being (DWB) and quality of life (QoL). This mixed-methods study, which leaned towards a qualitative design (qualitative dominant), investigated these issues among adult learners at a university in Ghana. The quantitative phase involved 212 randomly selected respondents, while six (6) participants were purposively selected for the qualitative phase. The survey findings showed that overall DWB was above the midpoint of the 7-point Likert scale (M = 4.58, SD = 0.76). The mental (M = 4.09, SD = 1.12), emotional (M = 4.51, SD = 1.29), and reverse-coded physical (M = 5.14, SD = 1.45) subscales indicated generally positive perceptions of digital well-being. However, item-level responses showed that a notable minority of participants still reported physical challenges, including disturbed sleep, changes in eating habits, physical discomfort, and reduced physical exercise associated with GenAI use. QoL was measured using a 3-point substantive scale, with two non-substantive response options excluded from scoring. The QoL mean (M = 2.06, SD = 0.94) indicated modest gains in safety, control, activity engagement, and time efficiency. A digital storytelling analysis of the participants’ experiences revealed that the adults held ambivalent views about GenAI, reflecting both appreciation for its efficiency and anxiety over its encroachment on human creativity and authenticity. The coping strategies adopted included developing a critical distance and self-awareness, re-engaging human connection and support networks, mindful regulation and intentional use, and transforming frustration into learning. It is recommended that adult educators prioritise the digital safety of adult learners.