This study re-engineers psychological quality of life in educational environments augmented by artificial intelligence, by constructing an integrated psycho-didactic model and testing it at Amar Telidji University of Laghouat. It proceeds from a double gap: adaptive platforms and generative models have multiplied without a didactic frame that protects the learner’s psychological dignity, while the literature on well-being remains captive to generic scales not reconceptualised inside the triad of human, machine and teacher. The contrast is theoretical and ecological. International research on AI in higher education is still dominated by profiling, assessment, adaptive systems and intelligent tutoring, with a thin link to pedagogy and ethics, whereas a Maghrebi campus such as Laghouat intertwines the official distance-learning platform, unregulated public generative tools, and university residences. The architecture brings together Ryff’s six-dimensional model, self-determination theory, Zimmerman’s self-regulated learning, Vygotsky’s zone of proximal development, cognitive-load theory, Bronfenbrenner’s ecology and TPACK.1 A sequential explanatory mixed-methods design was adopted. A stratified random sample of 428 undergraduate and Master’s students completed four five-point scales, and thirty-six faculty members were interviewed. Data were processed with IBM SPSS Statistics 30.0 and PROCESS v4.2. Psychological quality of life was moderately high (M = 3.72), led by purpose in life and personal growth and weakened by environmental mastery. Basic psychological needs and self-regulated learning serially and partially mediated the relation between the AI-enhanced environment and well-being (total indirect effect = 0.21; R² = 0.449). Psychological–ethical safety did not vary with frequency of use, exposing a design rather than a training deficit. The study formulates the Laghouat Integrated Psycho-Didactic Model (LIPDM) in five stacked dimensions: didactic, psychological, interactive, ethical-existential, and eco-organisational.