Digital technologies have become an inseparable part of young people’s daily lives. Smartphones, social media platforms, online communication tools, educational applications, and entertainment environments shape how students learn, socialize, and spend their free time. While these technologies create unprecedented opportunities for communication and learning, concerns are increasing about patterns of excessive or uncontrolled use and their effects on students’ wellbeing and development.

The growing discussion around digital addiction does not suggest that technology itself is harmful. Rather, attention is being directed toward behaviours characterised by loss of control, compulsive use, and negative consequences in everyday life. Within educational contexts, understanding these behaviours has become increasingly important for teachers, schools, and families.

Digital addiction is often described as persistent and excessive engagement with digital technologies that interferes with academic, social, emotional, or physical functioning (Giansanti, 2025; Shiferaw, 2025). Researchers increasingly examine problematic digital behaviours because of their observable effects on adolescents’ wellbeing, relationships, learning processes, and everyday functioning.

Recent evidence indicates that problematic digital behaviours are becoming an increasingly important issue among adolescents. According to the World Health Organization Regional Office for Europe (2024), problematic social media use among adolescents increased from 7% in 2018 to 11% in 2022, with girls reporting higher levels than boys. Problematic use includes behaviours such as difficulty controlling usage, emotional discomfort when disconnected, neglect of other activities, and continued engagement despite negative consequences.

One of the most visible manifestations is excessive smartphone and screen use. Smartphones accompany students throughout the day and often become integrated into routines that extend far beyond educational purposes. Excessive screen engagement has been associated with reduced concentration, disrupted sleep patterns, increased fatigue, and difficulties maintaining attention during learning activities (Giansanti, 2025). When these behaviours become repetitive and automatic, students may gradually lose awareness of how much time they spend online and how digital habits influence their daily routines.

Another increasingly discussed phenomenon is social media dependency. Social media platforms are designed to encourage continued engagement through notifications, continuous content streams, and social reinforcement mechanisms. While social media supports connection and self-expression, compulsive use may encourage constant comparison, emotional dependency, and reduced capacity for offline interaction. Emerging evidence suggests that it is not simply the amount of time spent online that matters, but whether digital engagement becomes compulsive and interferes with everyday functioning (Stankov, 2025).

Some students may also develop patterns of problematic internet use, where online activities begin to replace academic responsibilities, physical activity, or direct social interaction. Research with school-age children found that approximately one in four students showed indications of problematic internet use or elevated digital dependency risk (Onguner et al., 2024). Beyond behavioural consequences, recent evidence suggests broader developmental implications. Arslan (2025), in a study involving middle-school students, found that digital addiction had a statistically significant negative effect on students’ perceptions of moral values in digital environments. Higher levels of digital addiction were associated with lower perceptions of responsibility, fairness, respect, privacy, honesty, and compassionate behaviour online. These findings indicate that excessive digital engagement may influence not only wellbeing and academic performance but also students’ social and ethical development.

Recent evidence suggests that problematic digital behaviours among adolescents may contribute to broader health concerns, including emotional dysregulation, sleep disturbances, reduced physical activity, psychosocial difficulties, and increased vulnerability to mental health challenges when technology use becomes excessive and difficult to control (Shiferaw, 2025).

Paradoxically, high levels of digital connectivity can also contribute to social isolation. Constant online interaction does not necessarily translate into meaningful social relationships. Emerging evidence suggests that excessive dependence on digital communication may weaken face-to-face interactions and contribute to feelings of loneliness and emotional distress (Cabeza Martínez et al., 2025).

These findings suggest that digital challenges should not be addressed through restriction alone but through educational approaches that help students develop healthier and more conscious digital habits. At the same time, it is important to avoid simplistic conclusions. Technology itself is not the problem. Research increasingly shows that the effects of digital engagement depend on the purpose, frequency, and context of use rather than on screen exposure alone (Du, 2024). Schools therefore have an important role in helping students develop awareness, self-regulation, and healthier digital habits.

Supporting students in becoming conscious, responsible, and balanced technology users is increasingly recognised as an educational priority. Preparing young people for the digital world means not only ensuring access to technology but also equipping them with the skills to use it in ways that protect their wellbeing, strengthen relationships, and support healthy personal development.

References

Arslan, A. (2025). The impact of secondary school students’ digital addiction on their perceptions of moral values in digital environments. Çukurova University Faculty of Education Journal, 54(1), 1–33.
Cabeza Martínez, B., et al. (2025). Social media use, loneliness and emotional distress among young people. Global Labor Organization Discussion Paper.
Du, W. (2024). Internet use behavior and adolescent mental health. Psychology Research and Behavior Management.
Giansanti, D. (2025). Smartphone addiction in youth: A narrative review of current evidence. Youth, 6(4).
Onguner, S., et al. (2024). Internet addiction of school-age children and the effects of daily habits. Cyprus Journal of Medical Sciences.
Shiferaw, B. D. (2025). Impact of digital addiction on youth health. Journal of Behavioral Addictions, 14(3), 1129–1141.
Stankov, I. (2025). A precautionary approach to social media: Protecting young minds in an evolving digital environment. Medical Journal of Australia, 223(5).
World Health Organization Regional Office for Europe. (2024). Teens, screens and mental health: New WHO/HBSC report on adolescent digital behaviours.