The interrelation between digital competencies and Work-Life balance among academic Staff—Realization of SDG goals in the science sector

Abstract The ongoing digitalization of higher education generates the need for an in-depth analysis of how the adoption of digital technologies affects the functioning of sustainable academic staff. Despite the growing interest in work-life balance within sustainable development research, the relationship between the level of digital competences and employee well-being remains an area that requires further empirical investigation. The aim of this study is to recognition the level of digital technology adoption among research and teaching staff at selected European higher education institutions, as well as to assess the impact of these technologies on the respondents’ work-life balance. Quantitative research was used to achieve this objective. The research sample included eight universities. The participants were academic staff representing the fields of management and quality sciences, as well as economics and finance. The data collection instrument was a custom-designed diagnostic questionnaire, developed based on a review of contemporary frameworks concerning digital technology adoption and work-life balance. The data were analyzed using exploratory methods and machine learning algorithms within the JASP environment. The survey was voluntary and approved by the Rector’s Committee for Ethics in Research Involving Human Subjects at the Hugon Kołłątaj University of Agriculture in Krakow. The results of the study revealed that the level of professional digitalisation is multidimensional and does not result solely from technological skills, but also from one’s attitude towards private life and the way in which work-life balance is organised. Those who cope best with digitalisation effectively maintain close relationships, fulfil their private commitments and clearly set boundaries for their availability, being often supported in this by a strong motivation to be productive and/or a profound focus on relationships. The project provided a foundation for developing a support model for academic staff and for formulating recommendations for university management policies in the context of the sustainable professional development of research and teaching personnel.