How do communication professionals navigate the dual roles of being both users (functionality issue) and explainers (accountability issue) of genAI technologies?

How do different communication roles (e.g. press officers, social media managers) experience moral and emotional strain in genAI-mediated environments?

What are the long-term effects of genAI adoption on communication professionals’ sense of identity, job satisfaction, and career retention?

In genAI-enabled communication workplaces, what specific factors contribute to negative conditions such as psychophysical stress (burnout, anxiety) and ethical distress among professionals?

Which leadership styles most effectively support human-centred READINESS?

How do corporate policy initiatives and training programs influence the integration of ethical resilience within and across organisational functions?

How can reliable metrics be developed to assess the dimensions of emotional sustainability, psychological safety and ethical reflexivity in genAI-enabled communication workplaces?

How do these dimensions interact with traditional constructs such as trust, organisational commitment and organisational cohesion?

What context-specific adaptations of the model could be considered to advance its conceptual refinement and practical application across different industries, cultures or AI maturity levels at both individual and organisational levels?

How can communication and PR curricula integrate the dimensions of the well-being-enhanced READINESS model to prepare students for the emotional, ethical and strategic challenges of genAI?

What pedagogical strategies (e.g. scenario-based learning, crisis simulations, reflective practice) are most effective for fostering ethical resilience in future communication professionals?