Change at the university has often been difficult, marked by tensions between tradition and innovation. Digital change, especially the infusion of educational technology into the university classroom, a sphere traditionally under professorial authority, has been met with critical voices. In this study, we explore staff resistance to digital change and the underlying emotions and organisational factors that drive it. Drawing on the experiences of 68 staff members from 8 European universities, the study reveals that resistance often stems from emotional responses such as feeling overwhelmed, fear of technology and job security, and ideological conflicts over the nature of quality higher education. Our analysis also highlights organisational strategies for addressing resistance, including recognition and reward systems, as well as engaging staff in critical discussions about the purpose and direction of technological change. This study furthers our knowledge on how to address barriers to digital change at the university.
