This study aims to examine the effects of employees’ digital experience and digital literacy on sustainable human resource performance considering the mediating role of human resource agility at Payam Noor University of Yazd Province. This applied and descriptive–survey research was conducted among 249 employees of Payam Noor University of Yazd, from which a sample of 126 participants was selected using Cochran’s formula and simple random sampling. Data were collected using four standardized questionnaires: Digital Experience (Porkodi et al., 2023), Digital Literacy (Abas et al., 2019), Sustainable Human Resource Performance (Chin et al., 2023), and Human Resource Agility (Petermann & Zacher, 2022). Reliability and validity were verified through Cronbach’s alpha, composite reliability, average variance extracted, and confirmatory factor analysis. Descriptive data analysis was performed using SPSS, and structural equation modeling (SEM) was conducted using SmartPLS. The direct effects of digital experience and digital literacy on sustainable human resource performance were not statistically significant (t = 1.275 and 1.175). However, both digital experience and digital literacy had significant direct effects on human resource agility, with path coefficients of 0.465 and 0.367, respectively. Human resource agility also showed a significant direct effect on sustainable HR performance (path coefficient = 0.545; t = 5.772). Sobel test results confirmed full mediation, indicating that digital experience and digital literacy indirectly affect sustainable HR performance through human resource agility, with indirect effects of 0.253 and 0.200, respectively. The findings reveal that employees’ digital experience and digital literacy contribute to sustainable human resource performance only when human resource agility is enhanced. Strengthening employees’ agility alongside improving digital competencies is essential for achieving sustainable HR performance in universities.