Digital recovery practices and academic well-being among higher education students

In today’s higher education environment, digital technologies play a major role in learning and academic communication. Though these tools are more convenient, students are continuously exposed to screens and online platforms. The academic notifications can contribute to mental fatigue, reduced concentration, and challenges to overall academic well-being. Sometimes students find it difficult to maintain a balance between digital academic responsibilities and personal life, which can lead to stress and decreased motivation. Digital recovery practices—such as taking planned breaks, engaging in offline activities, and managing notifications—can help students restore mental energy, improve focus, and maintain emotional balance, yet these strategies remain underexplored in higher education research. This study aims to examine the prevalence of digital recovery practices among students across all departments, assess their perceptions of academic well-being, and investigate the relationship between recovery strategies and students’ academic experiences. A survey-based methodology will be employed, using a structured questionnaire with Likert-scale items to measure both digital recovery behaviors and aspects of academic well-being. The collected data will be analyzed using descriptive and inferential statistics to identify patterns, relationships, and differences across disciplines and academic levels. Findings from this research are expected to provide insights for educators and administrators seeking to create learning environments that not only leverage technology but also support students’ mental health and academic success. By exploring how students can actively manage their digital engagement and recovery, this study contributes to a multi-disciplinary understanding of sustainable and balanced digital learning practices, offering guidance for shaping future higher education strategies in a technology-driven world.