<![CDATA[Digital transformation has shifted higher education administration from manual procedures toward work systems shaped by digital platforms, information systems, automation, and digital communication. These changes can improve efficiency but may also introduce digital job demands that generate technostress and undermine employee well-being. This structured literature review synthesizes relationships among digital job demands, digital and organizational resources, technostress/techno-eustress, well-being, and work outcomes, while differentiating academic and administrative/professional staff and examining public–private and urban–regional contexts. Publications from January 2015 to 7 September 2026 were identified through predefined query blocks across ERIC, PubMed/PMC, Crossref/DOI metadata, verifiable ProQuest bibliographic results, publisher/index pages, and citation searching; the selection flow was reported using an adaptation of PRISMA 2020. Fifty-two verified records were mapped, 31 unique records were screened, 21 reports were assessed for eligibility, and 16 empirical studies were included. Thirteen studies focused on academic staff, one on professional/administrative staff, and two used mixed employee samples. The synthesis identified a health-impairment pathway, in which excessive digital demands generate technostress, exhaustion, lower well-being, and adverse work outcomes, and a motivational-enabling pathway, in which technical support, competence, autonomy, leadership, participation, and reliable infrastructure foster techno-eustress, engagement, satisfaction, and performance. Evidence on professional staff and direct urban–regional comparisons remain limited. The review develops the HEALTHY Digital Administration Conceptual Framework as seven governance domains. The framework is synthesis-derived and has not yet been empirically validated, particularly for professional staff and regional higher education institutions.]]>
