Exploring the Digital Habits and Lifestyles of High School Students Towards the Development of a Digital Wellbeing Framework

Ronnie L. Torres, Cedric Jon Solivio, Dency Torres and Sheena Torres
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Ronnie L. Torres: Saint Nicholas School English Programme, Phitsanulok City, Thailand
Cedric Jon Solivio: Saint Nicholas School English Programme, Phitsanulok City, Thailand
Dency Torres: Saint Nicholas School English Programme, Phitsanulok City, Thailand
Sheena Torres: Saint Nicholas School English Programme, Phitsanulok City, Thailand

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 15, 234-244

Abstract: The pervasive use of digital devices among high school learners has prompted apprehension regarding its adverse impact on their well-being. The researchers were motivated to examine 74 high school students’ digital habits and lifestyles at a Catholic school in Phitsanulok, Thailand to develop a digital well-being framework that would support students with poor digital health, habits, and lifestyles and promote healthy digital well-being. The study aimed to assist educators and policymakers in safeguarding the digital health of high school learners in a digital world. This study employed a descriptive quantitative research design. The framework employed was derived from the six pillars of digital wellbeing as outlined by Emerson Hospital and Turning Life On reflected on the study Torres and Madera (2024). The questionnaire for this study was also derived from the above-mentioned study. The data were recorded, analyzed, and interpreted in the following manner: 4: strongly agree; 3: agree; 2: disagree; 1: strongly disagree. Respondents exhibited a general sense of positivity and high levels of satisfaction in the following domains: physical, mental, spiritual, social, intellectual, and privacy and safety: digital well-being. These variables require additional enhancement, despite their mutually favorable perceptions. The study recommended to implement a balanced digital well-being framework to enhance secondary learners’ digital well-being, optimize the use of technology for both personal and scholastic gain, protect learners from online hazards, and facilitate the attainment of their academic goals and maximum potential.

Date: 2024
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