Abstract:

Technological advancements have increased student and academic engagement across digital learning and social platforms [1]. However, this surge in technology use has also heightened awareness of mental health challenges, especially among post-secondary students [2]. In response, digital wellness (DW) has gained prominence in education, seeking to understand the interplay between digital technologies and individual and societal well-being [3]. Despite its importance in wellness initiatives on post-secondary campuses, there remains a lack of comprehensive understanding of DW tailored to students in academic literature and university policies [4], [5]. Collaborative integration of DW into higher education is crucial to promote balanced delivery and sustainability [3]. Exploring students' perspectives on DW is essential for fostering healthier learning environments, necessitating further research and dialogue to grasp the broader implications of technology-enhanced learning [6]. This study explored post-secondary students' perspectives on DW to inform strategies for its promotion within higher education. Twenty-two participants enrolled in a graduate program at a Canadian university completed a survey assessing their technology usage patterns and their perspectives on DW (i.e., attitudes, perceptions, and impacts on well-being). The findings revealed that DW encompasses holistic psychological, physical, intellectual, emotional, and social dimensions. Participants acknowledged the influence of emotions on their technology usage. Essential skills identified for sustaining DW and attaining associated objectives included self-awareness/reflection, self-regulation, emotional intelligence, critical thinking, and mental health literacy.

References:
[1] A. Haleem, M. Javaid, M. A. Qadri, and R. Suman, “Understanding the role of digital technologies in education: A review,” in Sustainable Operations and Computers, vol. 3. pp 275-285, 2022. DOI: 10.1016/j.susoc.2022.05.004.
[2] I. Dekker, E. M. De Jong, M. C. Schippers, M. De Bruijn-Smolders, A. Alexiou, and B. Giesbers, “Optimizing students’ mental health and academic performance: AI-enhanced life crafting,” in Frontiers in Psychology, vol. 11. 1063, 2002. DOI: 10.3389/fpsyg.2020.01063
[3] M. M. Vanden Abeele, “Digital wellbeing as a dynamic construct,” in Communication Theory, vol. 31. 4, pp. 932-955, 2021. DOI: 10.1093/ct/qtaa024
[4] J. Feerrar, “Supporting digital wellness and wellbeing”, in Student wellness and academic libraries: Case studies and activities for promoting health and success. ACRL Press, 2020. http://hdl.handle.net/10919/100812
[5] P. Nageswaran, K. Leedham‐Green, H. Nageswaran, and A. V. M. T. Baptista, “Digital wellbeing: Are educational institutions paying enough attention?,” in Medical Education, vol. 57. 3, pp. 216-218. 2023. DOI: 10.1111/medu.14977
[6] G. Nguyen, BC Campus, Digital Pedagogy Toolbox: Cultivating Digital Well-Being as a Social Practice with the PERMA Framework, BC Campus, 2023. Retrieved from https://bccampus.ca/2023/03/22/digital-pedagogy-toolbox-cultivating-digital-well-being-as-a-social-practice-with-the-perma-framework/

Keywords:

Digital wellness, post-secondary, students, technology.