Cyberaddiction: the role of education in preventing excessive use of digital devices

Abstract

Abstract. Cyberaddiction (digital addiction or problematic internet use) is a phenomenon in which the use of digital devices or online activities becomes excessive, uncontrolled, and begins to disrupt important areas of life — such as learning, social relationships, and physical or mental health. The educational system can play a key role in early identification, prevention, and the formation of a healthy attitude toward technology. In the school context, effective prevention programs can be integrated into the curriculum or implemented as separate modules that address screen dependence, mechanisms of stimulation (e.g., reward systems, self-control, digital detox), as well as exercises for self-assessment and reflection on one’s own technology use [1]. Education on cyberaddiction should include the development of self-regulation skills: setting time limits, recognizing signs of overload, taking regular breaks, keeping usage journals, and discussing digital balance in the classroom. Such activities enable students to become aware of their own digital habits, identify the risk of addiction, and adjust their behavior in time [2]. It is particularly important to note that excessive use of digital devices correlates with learning difficulties: studies show that adolescents with a high level of digital dependence often demonstrate lower concentration, reduced academic productivity, and more frequent learning challenges [3]. Therefore, the educational mission of schools should also focus on the link between digital lifestyle and academic success. Within the framework of educational technologies, persuasive strategies and gamification can be used to promote healthy habits in device usage — for example, apps that remind users to take breaks, automatic blocking systems, or screen-time reports. Such approaches are already being studied as effective tools for reducing the risk of excessive use [4]. Another crucial component is the involvement of parents and teachers in joint discussions about gadget use: establishing shared family rules, modeling responsible adult behavior (digital hygiene within the family), and open dialogue about risks and consequences. This fosters a culture of responsible technology use and supports students’ motivation to maintain a healthy balance [5]. Educational measures should be regular and age-appropriate, with adjustments for different developmental stages (for example, distinct approaches for younger pupils and teenagers). Systematic education, monitoring behavioral changes (through surveys or self-assessments), and program adjustments are key steps in reducing the risk of cyberaddiction among students. In conclusion, the role of education in preventing cyberaddiction is strategic: it should not only inform but also shape healthy digital habits, self-regulation skills, and a culture of conscious and responsible technology use.