Digital transformation of higher education institutions has introduced changes in the depth and quality of human interactions that affect both interpersonal relationships and mental well-being. This paper investigates the impact of digitalization on interpersonal relationships and mental well-being within higher education institutions. By delving into Social Support Theory and Social Cognitive Theory, this study assesses the influence of technological advancement on social connections. Through a systematic literature review, this study synthesizes previous research on the benefits and challenges that digital transformation presents in building supportive social networks. Findings indicate that the utilization of new digital platforms and tools might enhance inclusivity, accessibility and flexibility, however, it also negatively affects the development of meaningful interpersonal relationships, which are crucial for maintaining mental well-being. The lack of such strong social bonds was found to be a source of isolation and decreased social cohesion. This study concludes the critical call for balancing digital and in-person interactions. To create a supportive smart university environment, institutions should provide designated digital literacy support and foster a culture that values and encourages meaningful social engagement. This will contribute to interpersonal growth and efficient collaboration and will assist institutions to build more connected academic communities that nurture interpersonal development and social competences, which are vital for cultivating mental well-being.

Purpose – As higher education institutions undergo rapid digital transformation, addressing the effects of digitalization on employees' mental well-being has become crucial for sustaining resilient and inclusive academic communities. The assessment of well-being in these contexts remains fragmented, lacking clear guidance on selecting context-sensitive assessment tools. This study aims to develop a conceptual framework for assessing the mental well-being of employees in digitally transforming academic environments and to explore how the perceived stress scale and burnout assessment tool can be conceptually adapted to reflect psychological effects of digitalization. This study addresses two questions: (1) Which psychological dimensions of mental well-being best capture the impact of digital transformation on employees in higher education institutions? (2) In what ways can the perceived stress scale and the burnout assessment tool be conceptually adapted to reflect digitalization-specific stressors? Design/methodology/approach – The framework is developed through a systematic literature review of 22 peer-reviewed studies identified through Scopus and PubMed database searches, combined with a theoretical synthesis drawing on social support theory and social cognitive theory, as well as the principles of sustainable community development and social responsibility. Findings – The framework identifies four key dimensions of well-being in higher education: psychological resilience, social interactions, digital work satisfaction and perceived institutional support. Mapping these against the PSS and BAT revealed partial overlaps but also gaps, particularly regarding social connectedness and organizational support. Originality/value – The proposed framework offers conceptual foundations for assessing and promoting employees' mental well-being in response to the challenges posed by digital transformation.