The rapid development and integration of digital technologies have significantly transformed the operational landscape of higher educational institutions. These changes, while largely aimed at improving efficiency, communication, and access to resources, have intense implications for employees’ work–life balance. This case study investigates the miscellaneous impact of digitalization on the professional and personal lives of employees at a higher educational institution, focusing specifically on the experiences of academic and non- teaching as well as administrative staff including IT personnel. Additionally, what will be the role of the leaders in minimizing the technostress and fostering SDG – 3, which aims to promote good health and well-being of the employee. The study is grounded in qualitative research, employing in-depth interviews, focus group discussions, and structured surveys conducted within a renowned private university over a period of one year. The sample includes faculty members, administrative personnel and IT support staff ensuring a holistic view of how digitalization affects various roles within the institution. The research seeks to understand how digital tools—such as online teaching platforms, learning management systems (LMS), virtual meeting software, and instant messaging applications—have reconceptualized job responsibilities, altered time management patterns, and influenced the boundary between professional obligations and personal time. In sum, this case study highlights the multifaceted nature of digitalization in higher education workplaces, how they are relevant to different SDGs and calls for thoughtful, inclusive policies that safeguard employee well-being in an increasingly connected academic environment.