<![CDATA[The increasing complexity and rapid transformation of higher education require academic staff to demonstrate high levels of workforce agility in responding to evolving curricula, technological advancements, and diverse student needs. As university lecturers, teaching staff are also responsible for fulfilling the Tri Dharma of Higher Education, encompassing education, research, and community service. This study aimed to examine the relationship between psychological empowerment and workforce agility, with transformational leadership serving as a mediating variable among teaching staff. A quantitative research design was employed involving 304 certified university lecturers selected through convenience sampling. Data were collected using validated scales measuring psychological empowerment, transformational leadership, and workforce agility. Structural Equation Modeling (SEM) with AMOS was employed to test both the measurement and structural models through Confirmatory Factor Analysis (CFA) and path analysis. The findings revealed that psychological empowerment positively and significantly predicted transformational leadership, transformational leadership positively influenced workforce agility, and psychological empowerment also exerted a significant direct effect on workforce agility. Furthermore, mediation analysis demonstrated that transformational leadership partially mediated the relationship between psychological empowerment and workforce agility. These findings suggest that psychologically empowered lecturers are more likely to develop agile work behaviors both directly and indirectly through transformational leadership. The study highlights the importance of fostering psychological empowerment and transformational leadership to strengthen workforce agility in higher education institutions. 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