In the fast-paced digital age, where technology permeates every aspect of our lives, understanding its impact on work-life balance and job engagement is crucial, especially in educational settings. A recent investigation into these dynamics among university educators has unearthed significant insights, shedding light on the intricate relationship between technology compatibility, work-life balance, and job engagement.

The study uncovered strong positive correlations between two dimensions of technology compatibility: Compatibility Perceived Functionality (CPF) and Compatibility Perceived Ease of Use (CPE). Essentially, educators who perceive technology as beneficial also find it easy to use, suggesting a symbiotic relationship between perceived utility and ease of use. Moreover, both CPF and CPE demonstrated moderate positive correlations with job engagement, indicating that educators who view technology as a facilitator of their work are more likely to be engaged in their tasks.

Conversely, the analysis revealed a noteworthy negative correlation between work-life balance and the aforementioned variables. Higher levels of work-life conflict, assessed through Work-to-Family Conflict (WTF) and Family-to-Work Conflict (FTW), were associated with lower levels of technology compatibility and job engagement among educators. This underscores the detrimental impact of work-life conflict on overall well-being and professional effectiveness.

Importantly, while technology compatibility and job engagement exhibited a positive relationship, they were inversely related to work-life conflict. This highlights the complex interplay between these variables, emphasizing the need for holistic interventions to address both technological and work-life factors in educational environments.

The study's contributions to the field of organizational behavior and educational psychology are significant. Firstly, it provides empirical evidence supporting the relationships between technology compatibility, work-life balance, and job engagement among university educators, enhancing our understanding of the factors influencing educator well-being and productivity.

Furthermore, the identification of strong positive correlations between technology compatibility dimensions and job engagement underscores the critical role of technology acceptance in fostering educator engagement and effectiveness. These findings underscore the importance of comprehensive interventions to optimize educator well-being and performance in the digital age.

Looking ahead, several avenues for future research emerge from these findings. Longitudinal studies could offer insights into the dynamic nature of these relationships over time, while qualitative research methods could provide a deeper understanding of educators' perceptions and experiences regarding technology integration and work-life balance.

Additionally, exploring the impact of organizational interventions, such as training programs and policy changes, on enhancing technology compatibility, reducing work-life conflict, and promoting job engagement among educators holds promise. Comparative studies across different educational settings and cultural contexts could further enrich our understanding of these dynamics.

In conclusion, this study illuminates the complex interplay between technology, work-life balance, and job engagement among university educators. By addressing these research gaps and developing evidence-based strategies, we can work towards promoting educator well-being and effectiveness in diverse educational environments.