The digital transformation within academic environments has fundamentally altered the domestic landscape of educated middle-class families in Papua, triggering the phenomena of digital babysitting and technoference. This study aims to analyze the structural shifts in child-rearing practices, the typologies of technoference, and their structural implications for the socio-emotional character of early childhood within the families of lecturers and administrative staff at IAIN Fattahul Muluk Papua. Employing a descriptive qualitative approach grounded in the sociology of the family and social change, empirical data were gathered through in-depth interviews with 12 purposively selected informants, naturalistic observations, and documentary analysis. Data analysis was executed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that digital babysitting is deliberately adopted as an instrumental rational coping strategy to navigate the dual-role conflict caused by the invasion of digitized bureaucratic workloads into the domestic sphere. Meanwhile, technoference manifests through spontaneous communication interruptions and divided attention, systematically degrading the family's primary socialization function. Consequently, early childhood social alienation occurs, characterized by a deficit in face-to-face communication capacity, emotional co-regulation failure (digital tantrums), and the disruption of intergenerational cultural transmission. This study concludes that digital technology has denaturalized conventional parenting roles and generated novel social vulnerabilities within contemporary domestic institutions in Papua.
