Digital technologies are increasingly embedded in organizational operations, reshaping how institutions sustain continuity and advance sustainability objectives. In higher education, cloud-based collaboration platforms and virtual communication systems have become central to operational resilience and Sustainable Development Goal–aligned transformation. Existing research has largely emphasized faculty and student adoption, leaving professional staff experiences underexplored despite their central operational role. Addressing this gap, the study examines how professional staff at a semi-government university in the United Arab Emirates adapted to digital work platforms during an emergency-driven operational transition. A convergent mixed-methods design was employed, combining quantitative survey data from 179 staff members with reflexive thematic analysis of qualitative responses on enablers (n = 36) and challenges (n = 38). Quantitative analysis using descriptive statistics, group comparisons, and partial least squares structural equation modelling shows that ease of use, comfort, and rapid adaptability are associated with preferences for hybrid work arrangements. Leadership responsiveness and institutional support were positively associated with staff experiences, while outdated digital infrastructure constrained effective platform use. Age-related differences also shaped adaptation patterns. Qualitative findings highlight tensions related to blurred time boundaries, system reliability, and resource inequities, alongside enabling conditions such as flexible digital environments, access to cloud-based resources, and continuous digital skills development. By centering professional staff experiences, the study demonstrates how technology-enabled operations support sustainable work practices, institutional resilience, and SDG-oriented outcomes in higher education.
Aderibigbe et al. (2026) studied this question.