Abstract
<title>Abstract</title> <p>Background Digital-intelligence technologies are transforming university teachers’ work demands, resources, and psychological experiences. However, previous research has mainly focused on overall levels or variable-centered relationships, leaving the heterogeneous patterns of teachers’ occupational well-being insufficiently understood. This study aimed to identify distinct occupational well-being profiles among Chinese university teachers and examine associated contextual and personal factors. Methods A sample of 1,731 Chinese university teachers participated in this study. Latent profile analysis was conducted based on occupational stress, burnout, self-efficacy, work engagement, and job satisfaction. Bolck-Croon-Hagenaars analyses were performed to compare profile differences in contextual factors, and R3STEP analyses were conducted to examine predictors of profile membership. Results Four distinct occupational well-being profiles were identified: high well-being, moderate well-being, stress-burdened, and low well-being profiles. Significant differences were observed across profiles in technostress, teacher-student conflict, and perceived school support. Digital competence primarily distinguished teachers in the high well-being profile from those in the low well-being profile, whereas emotional intelligence exerts broad predictive effects across multiple profile comparisons. Conclusions The findings reveal substantial heterogeneity in university teachers’ occupational well-being in the digital-intelligence era and highlight the importance of considering individual differences when developing teacher support strategies. Tailored institutional interventions targeting different occupational well-being profiles may contribute to promoting teachers’ sustainable professional development.</p>