<![CDATA[This study examines the relationships between digital skills, e-government, and organizational performance, while investigating the moderating role of trust in government in health education institutions. The study used a quantitative, cross-sectional survey design and involved 150 employees selected through purposive sampling. The study collected data using a structured questionnaire and analyzed them through Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both direct relationships and moderating effects. The findings show that digital skills and e-government are positively and significantly related to organizational performance, indicating that employees’ digital competencies and the implementation of digital government systems are important organizational resources. However, trust in government does not significantly moderate either the relationship between digital skills and organizational performance or the relationship between e-government and organizational performance. These results suggest that the performance benefits associated with digital capabilities may not necessarily depend on employees’ trust in government. The study contributes to digital governance literature by providing empirical evidence on the boundary conditions of digital capability–performance relationships. Practically, health education institutions should prioritize strengthening employees’ digital competencies and improving e-government implementation, while addressing institutional trust as a complementary governance concern rather than assuming it amplifies the performance effects of digital transformation.]]>
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