Abstract:

The massive integration of educational technologies has brought not only efficiency but also new challenges to the mental health of students and educators. This paper addresses the phenomenon of "Technostress" and cognitive overload within the highly digitalized environments of 2026. While digitalization significantly streamlines our work and learning processes, it also ensures that our professional and academic environments are constantly with us. This perpetual connectivity makes it increasingly difficult to "disconnect," leaving individuals in a state of subconscious professional engagement even during personal time. The study examines the impact of constant connectivity and algorithmic pressure on academic performance and psychological well-being, while further analyzing how different generations, from Gen Z to Alpha, perceive and manage digital wellbeing. The author proposes a framework for "Digital Wellbeing" that includes practices of digital minimalism, the development of emotional intelligence, and mandatory "analog oases" within the educational process. The paper emphasizes that mental health in the digital age is not merely an individual responsibility but must be systemically integrated into the design of educational platforms and curricula.

Keywords:

Digital Wellbeing, Mental Health, Technostress, Hybrid Learning, Cognitive Resilience, Generational Perspectives.