Digital well-being in educational contexts: a systematic review of digital media use, effects, strategies, and stakeholder perspectives

A systematic review published in Frontiers in Education examines 50 peer-reviewed studies published between 2020 and 2025 to analyse digital well-being across primary and post-primary educational environments. The review identifies substantial variation in how digital well-being is defined and operationalised, framing it both as an outcome impacting students and educators and as a multidimensional construct.

Digital well-being has transitioned from an informal concern to a central operational and welfare issue in primary and secondary education. As digital media adoption expands, the lack of standardised definitions poses strategic challenges for cross-institutional alignment. Establishing clear frameworks is necessary to mitigate digital risks for both educators and learners while maintaining educational efficacy.

The systematic review analysed 50 peer-reviewed studies published between 2020 and 2025 across six academic databases following PRISMA guidelines.

Forward consideration, not a verified fact.