Digital learning fatigue and its psychological consequences among tertiary students: a systematic review

This systematic review synthesises empirical evidence on digital learning fatigue (DLF) and its psychological consequences among tertiary students in the post-pandemic era. It addresses prevalence patterns, contributing factors, mental health impacts, and moderating variables shaping fatigue experiences across global higher education contexts. Following PRISMA-2020 guidelines, a multi-database search (Scopus, Web of Science, PubMed, ERIC, and Google Scholar) identified 2,315 records (January 2020-May 2025). Twenty-two studies met the inclusion criteria after rigourous screening and quality appraisal using the Newcastle-Ottawa Scale. Data were narratively and thematically synthesised to integrate quantitative prevalence evidence and qualitative psychosocial insights. Across studies, DLF affected 45-75 % of tertiary students and manifested through intertwined cognitive, emotional, and behavioural symptoms. The most common psychological outcomes were anxiety (68 %), stress (64 %), and depressive symptoms (55 %). Fatigue consistently reduced motivation, concentration, and academic engagement while elevating burnout risk. Gender (higher in females), academic discipline (arts/humanities > STEM), and screen exposure (6-8 h+ per day) amplified fatigue, whereas resilience and adaptive coping moderated adverse effects. Cross-regional variations reflected technological infrastructure and institutional preparedness. The review identifies an urgent need for evidence-based interventions such as balanced asynchronous-synchronous workloads, resilience-building programs, ergonomic design standards, and institutional mental-health support. This is among the first post-pandemic systematic syntheses to conceptualise DLF as a multidimensional psychosocial syndrome rather than a transient technological stressor. By integrating cognitive load, self-determination, and conservation-of-resources perspectives, the review offers an ecological framework for reducing fatigue and promoting sustainable digital learning wellbeing.