Systemic Psychological Support for Digital Burnout in Higher Education: International Experience and Ukrainian Context

The digitalization of higher education, accelerated by the COVID‑19 pandemic and wartime conditions, has led to a marked increase in digital burnout among students and academic staff. The relevance of this study is driven by the lack of structured, evidence‑based psychological support programs addressing digital burnout within the Ukrainian higher education system. The aim of the paper is to conduct a structured critical narrative synthesis of psychological support approaches for higher education participants experiencing digital burnout, synthesize international experience, and derive principles for adapting it to Ukrainian higher education contexts. The study was conducted as a systematic literature review following PRISMA principles, with an analysis of psychological support programs implemented at leading universities in the United States, Europe, and the Nordic countries. The central hypothesis posits that multilevel interventions integrating both individual and organizational components are the most effective in preventing and mitigating digital burnout. The scientific novelty lies in the integration of international experience while accounting for the specific conditions of the Ukrainian educational environment. The review encompassed academic publications and official university documents, enabling the systematization of a three‑tier model of psychological support: primary prevention (universal programs on digital hygiene and self‑regulation skills), secondary prevention (targeted interventions for at‑risk groups), and rehabilitation (intensive therapeutic approaches for pronounced symptoms). The analysis demonstrates that effective programs combine the development of adaptive coping strategies, mindfulness practices, cognitive-behavioural techniques, and organizational measures such as digital communication regulations, right-to-disconnect policies, digital competence development, and institutional support mechanisms. Key components of international programs were identified: institutional disconnection policies, specialized digital well‑being services, educational modules, technological tools, peer support structures, regular screening practices, pedagogical design optimization, and flexible academic policies. The study outlines the specific features of the Ukrainian context, including the scarcity of structured programs, the overload of university psychological services, and the influence of additional wartime stressors. The practical significance lies in the potential application of the findings to develop resource‑efficient support programs in Ukrainian higher education institutions. Future research should focus on empirical evaluation of adapted interventions and the development of Ukrainian‑language diagnostic tools for digital burnout. Type of article – review and analytical.