Digital well-being in educational contexts: a systematic review of digital media use, effects, strategies, and stakeholder perspectives

Introduction Digital Well-being (DW) has become an increasingly important consideration in primary and post-primary education. This systematic review examined how DW is conceptualised across geographical contexts, its implications for students and teachers, and strategies for promoting healthy digital engagement in schools. Methods Following PRISMA guidelines, 50 peer-reviewed articles published between 2020 and 2025 were identified across six academic databases. Deductive thematic analysis was employed to examine DW definitions, dimensions, educational applications, stakeholder roles, implementation challenges, and policy frameworks. Results Findings revealed considerable variation in DW conceptualisations, positioning it as: (1) an outcome affecting students and teachers; (2) a multidimensional construct encompassing emotional, cognitive, social, and behavioural dimensions; and (3) a competence associated with digital literacy. Digital technology was linked to both positive and negative well-being outcomes, while school-based interventions remained limited. Discussion The findings highlight the need for clearer conceptualisations of DW and more practical, evidence-informed interventions in educational settings. Promoting DW requires holistic, inclusive, and context-sensitive approaches involving educators, school leaders, parents, and policymakers.