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.