Boundary management between academic and personal digital life among university students

In higher education, students use digital devices constantly for learning, assignments, communication, and online classes. While technology makes academic work more convenient, it can also blur the line between school responsibilities and personal life. Many students find it hard to disconnect from academic tasks, which can interfere with relaxation, family time, and hobbies, and can lead to stress or burnout. Managing boundaries between academic and personal digital life such as setting specific study hours, turning off notifications, or keeping certain devices for personal use can help students maintain balance and reduce mental strain. However, there is limited research on how students handle these boundaries across different departments and academic levels. This study aims to explore how university students manage the separation between their academic and personal digital life, and to examine differences in boundary management practices across disciplines and levels of study. A survey method will be used, with a structured questionnaire containing simple rating-scale items to assess students’ boundary management strategies and experiences. The collected data will be analyzed using descriptive and comparative statistics to identify trends, challenges, and differences among groups. The findings are expected to provide insights for educators, administrators, and policy makers to support students in developing healthier digital habits and maintaining a better balance between study and personal life. By understanding how students manage boundaries, this research contributes to multi-disciplinary knowledge on creating digital learning environments that promote academic success while protecting students’ mental health and personal well-being in increasingly technology-driven education.