The Impact of Digital Learning Technology on Higher Education Students' Mental Health

The Impact of Digital Learning Technology on Higher Education Students' Mental Health

Latif Oztosun, Faithfull Gonzo, Vipin Nadda
Copyright: © 2023 |Pages: 18
DOI: 10.4018/978-1-6684-8282-7.ch005
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Abstract

This chapter examines the impact of digital technology, particularly its effect on student mental health and well-being. While digital technology has transformed the way students' access and engage with education, its impact on mental health has received relatively less attention. The COVID-19 pandemic has exacerbated the mental health crisis among higher education students due to the abrupt transition from in-person to online learning. This chapter provides recommendations on how higher educational institutions could utilise digital technology to mitigate the impact of mental health on students. The chapter also suggests that educators must choose appropriate technology and use it effectively to enhance the learning experience. Ultimately, the chapter underscores the importance of leveraging digital technology to improve student engagement through interactive and personalised learning experiences that promote active learning and collaboration.
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Introduction

Digital Learning Technology has transformed the landscape of higher education from myriad perspectives, students and practitioners to the institutions and management in which they all claim a stake. From the early days of computers being used for administrative purposes to the current era of virtual classrooms and online learning, digital technology has revolutionised the way students access and engage with education. However, the impact of digital technology on Higher Education (HE) student mental health and well-being has received relatively less attention, compared to engagement levels amongst learners (Bond, M., Buntins, K., Bedenlier, S. et al. 2020. The aims of this chapter are to examine the origins of digital technology in higher education, its present state, and the impact of the COVID-19 pandemic on the use of digital technology in higher education with a focus on its impact on student mental health and wellbeing. Ultimately, it aims to provide recommendations on how higher educational institutions could utilise digital technology to mitigate the negative impacts on students' mental health and wellbeing.

Conceptualising Mental Health

The term “mental health” has been widely debated. According to Cattan and Tilford (2006) mental health has been utilised as a euphemism for ‘mental illness’. Dogra and Leighton (2009) argued that the two terms are inextricably interrelated as one will inevitably affect the other. Generally, other researchers linked mental health with Maslow’s self-realisation, culture, and common sense (Jahoda, 1958; Murphy, 1978; Vaillant, 2012). The World Health Organisation (WHO) (2004) highlighted that mental, physical and social functioning are symbiotic. However, Rowling et al. (2002) indicated that mental health is when people and groups are able to interconnect with one another and the environment in ways that encourage individual wellbeing, optimum development and use of cognitive, emotional, and interpersonal abilities. Whilst Manwell et al. (2015) described it as “the absence of mental disease or a state of being that also includes the biological, psychological or social factors which contribute to an individual’s mental state and ability to function within the environment”. The World Health Organisation (2022) defined mental health as a “state of mental well-being that enables people to cope with the stresses of life, realise their abilities, learn well and work well, and contribute to their community”. Other researchers however argued that the definition provided by WHO is debatable as mental well being is challenging to conciliate with various difficult life settings in which well being may even be unhealthy (Galderisi et al., 2015). To thoroughly explore the impact of digital technology on higher education students’ mental health, this chapter adopts WHO (2022)’s definition of mental health. However, to further explore the concept this chapter acknowledges that mental health is a “dynamic state of internal equilibrium which enables individuals to use their abilities in harmony with universal values of society” as emphasised by Galderisi et al. (2015). Hence, it is important to note that mental health should not only be conceptualised by positive influences as this may exclude other age groups, other ethnic groups and people who are in different life situations.

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