Too Much Communication? Investigating Communication Fatigue and Digital Overload Among University Students

In an era defined by constant digital connectivity, university students are increasingly expected to remain available and responsive across various communication platforms, both academically and socially. This continuous exposure to messaging, notifications, and online interactions creates an environment of communication overload and emotional fatigue. This study explores how students experience, interpret, and manage communication fatigue and digital overload in their daily lives. Drawing on semi-structured interviews with 17 preparatory-year students enrolled at a public university in Türkiye, the research uses thematic analysis to identify recurring patterns and insights. Three major findings emerged: (1) students experience emotional exhaustion and cognitive overload due to incessant messaging, platform-switching, and blurred academic-personal boundaries; (2) they adopt communicative strategies, such as muting notifications, delaying responses, or withdrawing temporarily as forms of emotional regulation and self-protection; (3) silence is not merely absence or disinterest but is perceived by students as a strategic and meaningful communicative act. However, their silence is often misunderstood by others as apathy or social rejection, leading to relational tension. These findings challenge conventional interpretations of silence and disengagement in digital contexts, reframing them as expressions of communicative agency, boundary-setting, and emotional resilience. By centring students' experiences, the study contributes to communication theory in three key areas: (a) expanding definitions of engagement to include digital silence and inaction; (b) emphasizing emotional labour in maintaining online social presence; and (c) illustrating how identity performance is managed under constant digital visibility. The study highlights the need for institutions and educators to cultivate more empathetic communication environments that respect students’ emotional boundaries and allow for intentional disconnection as part of healthy digital engagement