Objective: The main objective of this study was to determine the overall effectiveness of various digital therapies in treating symptoms of depression, anxiety and general psychological well-being. Methodology: A systematic literature search of various Databases including PubMed, PsycINFO, Google Scholar, Web of Science & Cochrane library was carried out between the years 2006 to 2024. The data collected was reported following the PRISMA guidelines. The study examines the potential of digital platforms to address mental health issues. Compiling data from 20 carefully selected studies involving 30639 participants, the research compares outcomes for depression, anxiety and overall psychological well-being. Results: The results reveal significant effect sizes (Hedges’ g: 0.80-0.88), demonstrating the positive impact of digital interventions. These tools not only provide therapeutic and preventive benefits but also improve accessibility. Notably, the overall psychological well-being effect size of 0.88 emphasizes their role in promoting mental health. While the findings support a shift toward digital solutions in student support systems, they also highlight the need for continued investment in refining and integrating these platforms. This analysis advocates for rethinking mental health support in higher education, bridging gaps with innovative digital approaches. Conclusion: Digital interventions effectively improve students’ mental health by reducing stress, anxiety and depression while enhancing well-being. Their success depends on engagement, design and individual differences. Further research is needed to optimize long-term effectiveness.
Rashid et al. (Wed,) studied this question.
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