Abstract:

Modern technologies have surrounded today’s youth from birth. As they are present at every step of our lives, it's essential to consider their impact on well-being. This study explores ways to promote students' digital well-being in educational institutions and reduce the negative effects of constant digital connectivity.

Digital connectivity enables faster communication, supports social ties, and increases flexibility. However, constant availability can blur work-life boundaries, lead to information overload, stress, burnout, addiction, and security concerns. These risks make digital well-being a growing concern, especially for students. Digital well-being refers to the balance between the advantages and potential harms of digital life, involving psychological, physical, emotional, and social dimensions. It is a subjective and individual experience of living a healthy digital life.

This paper discusses how promoting digital well-being in education benefits both theory and practice. It aligns with the UN Sustainable Development Goals (SDGs), particularly Goal 3 (Good Health and Well-being) and Goal 4 (Quality Education). While more teachers are adopting digital tools and moving away from traditional teaching, this alone isn't sufficient to ensure digital well-being. A more holistic approach is needed—one that teaches students to use digital technologies mindfully, safely, and effectively.

Although awareness of digital well-being is growing, research and practical strategies for addressing it in education remain limited. Educational institutions can play a vital role by creating supportive and collaborative environments that prioritize student well-being. In addition to mental health and nutrition, digital hygiene should be systematically integrated into school curricula. Training teachers to promote digital well-being and involving parents are key steps in developing a comprehensive, sustainable approach.

Methodologically, this paper presents new findings from a systematic literature review, bridging the gap between digital-age well-being and educational settings. The qualitative research draws on secondary sources and includes primary studies—both qualitative and quantitative—related to digital well-being, innovative learning methods, student motivation, and the consequences of digitalization. The databases searched included Scopus, Google Scholar, ScienceDirect, ProQuest, SpringerLink, and others.

Keywords:

Digital well-being, promoting digital well.being, educational institution.