MANAGING DIGITAL WORK STRESS IN HIGHER EDUCATION INSTITUTIONS:EXAMINING PSYCHOLOGICAL SAFETY, EMPLOYEE ENGAGEMENT, ANDINNOVATIVE WORK BEHAVIOR

Abstract

Digital transformation and hybrid work systems have increased employees’ dependence on digital communication technologies, particularly in higher education institutions. Excessive digital communication demands may create digital work stress that influences employee behavioral outcomes. This study aims to examine the effect of digital work stress on employee engagement and innovative work behavior, as well as the mediating role of employee engagement among young employees in higher education institutions in Indonesia. This study employed a quantitative approach using a crosssectional survey design. Data were collected from 186 academic and administrative employees aged 20–40 years through an online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that digital work stress negatively affects employee engagement and innovative work behavior, while psychological safety positively strengthens employee engagement. Employee engagement also positively influences innovative work behavior and significantly mediates the relationship between digital work stress and innovative work behavior. The study confirms that excessive digital communication demands may reduce employees’ emotional attachment and innovation capability, whereas psychological safety functions as an important organizational resource that helps employees maintain positive engagement in digitally intensive work environments. The findings extend Conservation of Resources Theory in explaining employee behavior within digital workplaces and provide practical implications for higher education institutions in developing healthier digital communication systems and supportive organizational climates.